MƒA Winter/Spring 2022 Professional Development Course Catalog

Professional Development Catalog Winter/Spring Semester: February - June 2022

Contents General Information & Registration

3

MƒA Programming

5

Summary of Core Learning Opportunities

8

Summary of Additional Learning Opportunities

11

Professional Learning Teams (PLTs)

12

Mini-Courses

24

Single Session Workshops

42

Affinity Groups

58

Interest Groups

60

MƒAdventures

66

Thursday Thinks

69

Wednesday Webinars

72

Fellowship Meetings

75

Community Contributions

77

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

GENERAL INFORMATION In winter/spring 2022, MƒA will offer a variety of in-person and virtual programming sufficient for all teachers to comfortably meet attendance requirements. For the 2021-2022 school year, teachers can satisfy their minimum attendance requirements of seven Core Learning workshops with any mix of in-person and virtual programming.

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 are required to attest that they are fully vaccinated against COVID-19. Additionally, MƒA takes several other safety measures aimed at minimizing 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 up to date HERE. Additionally, it may become necessary to limit or pause in-person 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. 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.

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

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 When teachers are registered for a course, they will receive an automated email reminder a week in advance, two days in advance, and on the day of the course that will include the Zoom link and the password needed to join the workshop.

Zoom Attendance Attendance will be tracked in the winter/spring semester using the Zoom participant records. In order to be marked present, teachers’ Zoom screen names must match the name that MƒA has on file, and teachers must attend more than half of the workshop.

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Register at: mfa.force.com/smallworldnetwork

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

VIRTUAL COURSE INFORMATION CONT. Accessibility MƒA wants to make virtual programming as accessible as possible. In virtual courses, facilitators are able to activate the closed captioning feature if requested.

If closed captioning is not activated in a Zoom class and you would like it to be, teachers can click on “Live Transcription” then click “Request” for the facilitator to activate it. If you have a disability and would like to request additional accommodations in order to fully participate, please contact MƒA’s Manager for Events and Programming, Sherry Yang, to discuss your specific needs.

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

January 31, 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.

February 2, 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.

Please note the following DOE Parent Teacher Conference Dates and check your school calendar before registering for MƒA courses.

Parent Teacher Conferences

Elementary School

March 2 & 3

Middle School

March 9 & 10

High School

March 16 & 18

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 directly address the needs of students of color, non-binary and genderqueer students, students with disabilities, and 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), and educators within the Lesbian, Gay, Bisexual, Pansexual, Transgender, Genderqueer, Intersex, Agender, Asexual, and Ally (LGBTQIA+) community.

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Register at: mfa.force.com/smallworldnetwork

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

MƒA Core Learning Opportunities The following types of professional development satisfy fellowship minimum attendance requirements. They are the primary way in which 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 from 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 from 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, as well as academic institutions and local organizations, engage MƒA teachers in a topic at the cutting edge of their content area and/or pedagogical practice.

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.

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 STEM 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 members of the MƒA community outside of the MƒA office.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

MƒA Additional Learning Opportunities cont.

Thursday Thinks are monthly STEM talks open to both 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.

Wednesday Webinars are virtual workshops open to MƒA teachers and teachers applying to MƒA. Each webinar leads with a talk from a nationally recognized STEM educator, followed by breakout sessions, where small groups of teachers stay to consider how these powerful ideas can be applied in their own classrooms.

Community Contributions are 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.

Fellowship Meetings and MƒA ƒundamentals Fellowship Meetings are one-time workshops for teachers to attend with their cohort at distinct points during their fellowship. These are either informational and meant to assist teachers in applying to their next fellowship, or they are workshops from the MƒA ƒundamentals series.

MƒA ƒundamentals is a new sequence of virtual workshops that will orient teachers to the frameworks which serve as the basis for the MƒA model. The rollout of the workshops began in fall 2019, and continues this winter/spring for the cohort of teachers who began new fellowships in the fall of 2020. MƒA ƒundamentals workshops will be credit-bearing and offered for each cohort at various points in your fellowship. These are the only required workshops you will take during your fellowship, and you will be notified about how and when to register. They do not count towards the two-course limit during limited registration.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Annual MƒA Events MƒA Summer Think is a three-day long teacher-designed, teacher-focused, and teacher-led conference held each July. This year the Summer Think will take place July 26-28, 2022. 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.

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 be honoring the 2022 Muller Award recipients with a scaled back ceremony in October, 2022.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Summary of Core Learning Opportunities COMMUNITY Asian American Affinity Group p (AG) Black, Latinx, and PoC Affinity Group p (AG) LGBTQIA+ Affinity Group p (AG) White Anti-Racist Educators Affinity Group p (AG)

COMPUTER SCIENCE AND TECHNOLOGY Co-Teaching With Tech: Using Technology and Pedagogy to Support ELLs p (SSW) Dismantling the Computer Science Hierarchy p (MINI) DIY AI: Exploring Artificial Intelligence (PLT)

Efficient and Custom Feedback With the Desmos Computation Layer (SSW) Escaping Reality With AFrame.io (MINI) Excel Training for Data Specialists and Enthusiasts (SSW) Get Peared Up With Student Thinking

INQUIRY, PRACTICE, AND LEADERSHIP Academic Mindfulness: Supporting Executive Function Skills in Students p (SSW)

Mindfulness in the STEM Classroom

Book Club: Make It Stick (PLT)

(SSW)

Book Club: Ratchetdemic: Reimagining Academic Success p

Moving Beyond Inclusion: The Case for Belonging within STEM Classrooms p (MINI)

(PLT)

The Myth of the Average Learner: Mindset Around Learner Variability p

Book Club: Taking Culturally Responsive Teaching Back to Our Schools p (PLT)

The Notorious MBG: Working Towards Mastery-Based Grading (PLT)

Book Club: This is Not a Test p (PLT) Building Resilience, Connection, and Community to Prevent Burnout (MINI) Can I GRASP Your Attention?: Creating Authentic Student Assessments (SSW) Dear Mayor Adams... p (SSW) Diving into Teaching for Robust Understanding (PLT)

Introduction to 3D CAD Modeling

Equity Teaming 101: How to Start and Lead an Equity Team in your School p (PLT) Establishing Community in the Classroom p (SSW)

Unrecognized: Algorithmic Bias in Facial Recognition (SSW)

Executive Functioning Strategies: Increase Academic and SocioEmotional Success p (MINI)

Virtual Manipulatives for ProblemSolving (SSW)

Exploring Routines for Engagement Through Intervisitation (PLT)

8

With Just Five Easy Steps, You TOO Can Have A More Equitable Curriculum! p (SSW) Working Towards National Board Certification (PLT) “Young Man, Get Out of Here!”: Historical Perspectives on NYC Discipline Policy p (MINI)

MATHEMATICS

Book Club: Start Here, Start Now: Antibias and Antiracist Work in Your School p (PLT)

Integrating Computer Science Into the STEM Classroom (PLT)

Leveraging Ed Tech for Discussion and Reflection (MINI)

(SSW)

Book Club: Grading for Equity p (PLT)

Getting Started With Arduinos (MINI)

(MINI)

Lenape Land Acknowledgement p Making Work Work for Us: Cultivating Sustainability in Our Careers p (PLT)

Creating a Bigger Tent p (SSW)

Introduction to Coding With p5.js

How You (And Your Students!) Can Use Social Media in STEM (SSW)

Adapt, Evolve, Improvise: How to Distill Your Message (MINI)

(SSW)

(MINI)

The Formula for Co-Teaching (SSW)

(SSW)

Recognizing and Assessing Risk in Your Students p (SSW) Restorative Circles to Promote Healing, Community, and Academics p (MINI) Restoring Connections: Triggers, Conflict, and De-escalation p (MINI) Shining Light on the Dark Side of Big Data (PLT) Sit Spots: Adding Place-Based Reflection to Your Practice (SSW)

Advancing Strategic Thinking: Changing Perceptions of Math Through Games (MINI) Algorithms to Combat Gerrymandering (SSW) The Allure of an Ancient Art: Spherical Symmetry and Duality of Temari Balls (MINI)

Applying Variation Theory for Designing Formative Assessment Lessons (MINI) Apportionment: No Representation Without Calculation (SSW) Are Your Students Ready for Calculus? (PLT) The Birth of Trigonometry: Wrestling the Gods (SSW) Book Club: Build a Thinking Classroom With Us! (SSW)

Speaking Up in the Moment: Addressing Microaggressions p (SSW) Teacher, Know Thyself (Part 2): The Road to Abolition for Antiracist p Educators (MINI)

KEY

Teaching Future Teachers (SSW)

Mini-Courses (MINI)

Using Student Created Podcasts as an Assesment Tool (SSW)

Extended Length Courses (ELC)

What “Street Data” Can Teach Us About Humanizing the Data Collection Process p (MINI)

Professional Learning Teams (PLT)

Single Session Workshops (SSW) Affinity Groups (AG)

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Summary of Core Learning Opportunities cont.

Book Club: Understanding and Responding to Social Injustice in Mathematics p (PLT)

Mathematics for Human Flourishing: Building Virtues, Not Just Skills p

Building Community in CR-SE Mathematics Classrooms (PLT) Building Dynamic Explorations With GeoGebra (MINI) Cultivating Genius in the Secondary Mathematics Classroom p (PLT)

The Mathematics of Poker: Combinatorics and Mathematical Expectation (SSW) Misleading Graphs and the Stories We Tell (SSW) The Phabulous Phi (MINI) Relevant Mathematical Modeling: Exploring Pooled Testing to Fight COVID-19 (MINI) Rich Learning Tasks for Middle School Mathematics (MINI) Samurai, Kissing Circles, and the Geometry of Shinto Shrines (MINI) Should I Insure My Phone? Games and Mathematics for Modeling Risk

Decimal Expansions in Different Bases (MINI) Desmos Activity Builder (For Advanced Users) (MINI) Diagram-Centered Mini-Lessons In Multilingual Mathematics Classrooms p (MINI) Electoral College Remix (SSW) Engaging Activities in Statistics (PLT) Exploring the Steps of Operations (PLT)

Fibonacci Inspired Geometric Art (MINI)

​​​​Gamification in the Mathematics Classroom (MINI) Geometry for All: Interactive Tasks to Encourage Deep Learning in Every Student p (PLT)

(MINI)

(SSW)

Sidewalk Math (SSW) Slices and Copies: Re-Imagining Fraction Instruction (MINI) Teaching Calculus (PLT) Teaching Mathematics as a Language (MINI)

To Cooperate or Not: A Deeper Look at the Prisoner’s Dilemma (SSW)

How a Simple Pattern Turns Into a Fractal: Pascal Meets Sierpinski (SSW)

Travel From Arithmetic to Algebra

Learn About Logs (SSW) Let’s Talk About It: Fostering Discussion in the Mathematics Classroom (MINI) Leveraging Formative Assessment Lessons in Mathematics (PLT)

​​ True Origins of the Pythagorean Theorem p (MINI)

Making Algebra Accessible to All p (PLT)

Making Mathematics Visible With George Hart’s Designs (MINI) Mathematical Discourse Through Number Strings (SSW) 9

(PLT)

Unpacking the Next Generation Mathematics Learning Standards (PLT) Using Mathematics to Fight Pandemics (MINI) Vector Calculus: A Continuation of the Calculus Beyond the AP Exams (MINI)

What are the Chances!? (SSW) What Is Straight?: Geometry on Many Surfaces (SSW)

SCIENCE Ants Everywhere: Engaging Young Scientists (SSW)

Every Litter Bit Matters: Social and Environmental Implications of NYC Trash p (SSW) Exploring Optics With Telescopes and the Perimeter Institute (SSW)

AP/IB Biology: Developing FreeResponse Questions to Improve Science Skills (PLT) Are We Alone? Abiogenesis and Life in the Universe (SSW) Beyond Experiments: Using Primary Literature in Scientific Inquiry (MINI) Biograph: Using Simulations to Test Student Hypotheses in Evolution (SSW) Biotechnology With a Flair: From Gene to Jellyfish Protein (MINI) Blowing In the Wind: Investigations in Air Quality p (PLT) Bridging the Gaps Through Vertical Alignment in Science (PLT) Chemistry Teachers Have Solutions: Teaching AP Chemistry Through Observation (PLT) The Chemistry of Hair p (SSW) Chimpanzee Behavior: A Quest for Quantification (MINI) Creating Project-Based Learning Adventures in Math and Science (MINI) Culturally Responsive Bioethics for ALL p (SSW) Digging Deep Into Environmental Science With Compost (MINI) Discovering CHRE: Infusing Historical and Cultural Context Into Science p

Fermented Foods, Microbial Ecosystems, and Human Culture (MINI)

From Flares to Aurora: Studying the Sun and Other Phenomena Using NASA Resources (MINI) From the Beach to the Bedside: Venom Can Save Your Life (SSW) The Galapagos and Nature Journaling (SSW)

Get in the Flow With Groundwater Modeling (SSW) Hydroponics: From Classroom Farms to Climate Action (SSW) Imagining a Gender-Liberated Biology Classroom p (PLT) Indigenizing Science! Bringing Indigenous Ways of Knowing Into Our Classrooms p (PLT) Interdisciplinary Problem-Solving in Environmental Science (PLT) Introduction to New York City’s Water Story (MINI)

KEY Professional Learning Teams (PLT)

(PLT)

Mini-Courses (MINI)

Earth Science Demo Derby (SSW)

Extended Length Courses (ELC)

Engineering Tomorrow: No Cost Labs Developed and Delivered by Engineers (MINI)

Single Session Workshops (SSW) Affinity Groups (AG)

Environmental Justice in the Science Classroom p (PLT) MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Summary of Core Learning Opportunities cont.

Investigating the Urban Heat Island Effect With Student Scientists (SSW)

That’s Fake News! How to Decipher Mass Media in the Science Classroom

Jumpstart Your Green Team! (SSW)

(SSW)

Kitchen Chemistry: You CAN Lick the Spoon! (PLT)

Unlocking Nature’s Potential: Chinese Herbalism and Modern Medicine p

Launching Students Into Authentic Biology Research With Genes in Space (MINI)

Using Drawing Every Day: Integrating Scientific Modeling in the Classroom

Let’s Go Out-Sci: Teaching and Learning Science Through Fieldwork (PLT)

Light and Art: Full STEAM Ahead (MINI) Making Motors: Engaging Students in Hands-On Learning (SSW) Mind Control: Using Neuroscience and Engineering to Boost Computational Thinking (MINI)

(SSW)

(SSW)

What’s in a Game? Games as a Tool for Teaching Science (SSW) Where Can Citi Bike Take You? (MINI)

FELLOWSHIP MEETINGS MƒA ƒundamentals Part 1: The Five Dimensions of Powerful Classrooms

Models in Ecology: Using HHMI BioInteractive Resources To Teach Trophic Cascades (MINI) Multilingual Learner Success in Science Content and Literacy p (MINI) New York Botanical Garden Tour: A History Through Glaciers (MINI) Physics Teachers: Check Your Units!

(PLT)

Race and Evolutionary Biology: The Legacy of Misuse and Misinterpretation p (MINI) Shifting Standards on Science Teaching (PLT) Statistics for the Hesitant Science Teacher Part II (MINI) The Stem Cell Divide: Using Stem Cells to Implement the 5E Model

KEY Professional Learning Teams (PLT) Mini-Courses (MINI)

(SSW)

Extended Length Courses (ELC)

Systems Modeling With SageModeler in the Science Classroom (SSW)

Single Session Workshops (SSW)

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Affinity Groups (AG)

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Summary of Additional Learning Opportunities INTEREST GROUPS All-Levels Vinyasa Yoga

The Wonder of Science: NGSS Tools From Paul Andersen

APES Meetups

COMMUNITY CONTRIBUTIONS Applicant Screener Brainstorm and Build Facilitator

Big Ideas for Big Schools

MƒADVENTURES

Information Session Host

Brainstorm and Build: MƒA Course Proposal Support

2022 March for Science

Praxis Prep Session Facilitator

Bringing Our Equity Work Outside MƒA p

Bronx River Canoeing

Professional Development Catalog Builder

Earth Science Meetup

Coastal Clean Up

Program Evaluation Advisor

Elementary Teacher Meetups

Elementary Teacher Spring Meetup

Restorative Justice Collaborator p

Equitably Incorporating Puzzles and Games in the Secondary Mathematics Classroom

Fossil Hunting: A Trip Through the Cretaceous Period

Small-World Network Community Mobilizer

Exploring a Plant-Based Path

MƒA Family Day at Central Park

Exploring Chess Puzzles Through Problem-Solving

MƒA Summer Softball

Improve Student Engagement With the Collisions Game Platform

Pride March p

Integrating Food Education Into the Elementary Classroom

Teachers, Take a Hike!

Teaching Resources Screener

Star Party on Staten Island

Juggling the Demands of Teaching and Parenting MƒA Teacher Poker

THURSDAY THINKS

MƒA Trivia

Measuring the Shape and Age of the Universe

Mindful Yoga Practice

The Mathematics of Social Choice

Navigating Allyship p

The Story Collider

Overbooked

Building a Foundation For Culturally and Historically Responsive Education p

PLT Facilitation Support Racism and Health: How Racial Discrimination Affects Physical Well-Being p

WEDNESDAY WEBINARS

Research Experience for Teachers and Students

Teaching Mathematics with Compassion p

Snapology Origami

Engaging with Social and Political Themes in Computer / Data Science Education p

Supporting Immigrant Students p Sustainability in Schools Teacher Finances and Planning for Your Future

Humanizing Disabilities in Math Education: An Intersectional Justice Approach p

Teaching at a New School this Year? Let’s Chat!

Teaching Evolution With “Survival of the Sickest” Tutoring: Growing Your Side Gig 11

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 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: WINTER/SPRING 2022

Professional Learning Teams (PLTs) + PLEASE NOTE: FOR ALL BOOK CLUBS, TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF THE BOOK AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

Book Club: Make It Stick Facilitators: MƒA Master Teachers Scott Justus, Ph.D., and Devin Sprague

THURSDAYS, FEB 17, MAR 24, APR 28, JUN 2 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

are in school, attempting to conform to the norms of whiteness that pervade school systems. In this

THURSDAYS, MAR 10, MAR 31, MAY 12, JUN 16

PLT, we will read selections from Emdin’s latest book

MƒA

Ratchetdemic: Reimagining Academic Success, discuss

 INQUIRY, PRACTICE, AND LEADERSHIP

How might we align neuroscience research with our instructional decisions? In this PLT, we will use

Book Club: Grading for Equity p Facilitators: MƒA Master Teachers Joseph Grogan and Beth Henry

should not have to code-switch just because they

Brown, Roediger, and McDaniel’s Make It Stick as an anchoring text to explore how research on the brain and cognition can inform our pedagogical practices.

In our first session, we will highlight the ways in which neuroscience-based pedagogy varies from traditional

relevant passages using protocols, and collaboratively share ways to implement these ideas in our classrooms.

Normal has disappeared due to the coronavirus pandemic; it is time for an education revolution that centers ratchetdemic students in our classrooms, schools, and education policy decisions. This PLT is for all teachers interested in revolutionizing their classrooms and teaching practice.

views of learning and give teachers an opportunity to set goals for the instructional shifts they would like to

How might we integrate equitable assessment policies

make over the semester. The second session will focus

and practices into our classrooms? How we assess our

on how we create opportunities for students to practice

students should create a culture centered on learning

self-assessment. In our third session, we will explore

rather than compliance, cultivate intrinsic motivation,

Book Club: Start Here, Start Now: Antibias and Antiracist Work in Your School p Facilitators: MƒA Master Teachers Devon Shea and Dwaina Sookhoo

how to communicate to students the importance of

WEDNESDAYS, FEB 16, MAR 30, MAY 4, JUN 1

reduce bias, and accurately reflect what students

challenge and mindset. The final session will consider

MƒA & ONLINE

know and can do. Together, we will work towards this

neuroscience through an equity lens and how these

 INQUIRY, PRACTICE, AND LEADERSHIP

through a book club structure, anchored by the text

practices can be implemented to make learning durable

Grading for Equity by Joe Feldman. In each session, we

for all students. This PLT is for any STEM teacher

+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSION 1 WILL TAKE PLACE VIRTUALLY. SESSION 2-4 WILL TAKE PLACE INPERSON AT MƒA.

will discuss the reading, plan for future changes to our

interested in educational neuroscience and open to

practice, and reflect on our work to change the culture

How might we cultivate an antibias and antiracist

trying new strategies in their classroom.

school community? Together, we will read Start Here,

of assessment in our classrooms. In the first session, we will focus on problems with traditional grading and discuss the case for change. Next, we will delve into accurate grading and the mathematical consequences of our choices. Then, we will examine how to develop

Start Now: A Guide to Antibias and Antiracist Work in

Book Club: Ratchetdemic: Reimagining Academic Success p Facilitators: MƒA Master Teacher Sharon Collins and Scott Gallagher

Your School Community by Liz Kleinrock. This text will help us address the questions and challenges educators have about getting started with antibias and antiracist education in their classroom, and it will provide us

bias-resistant grading practices as well as the impact of,

TUESDAYS, MAR 1, MAR 29, MAY 3, MAY 31

and alternatives to, common grading policies. Finally,

with a framework to tackle perceived barriers from a

ONLINE

proactive stance. We will review sample lessons, anchor

we will explore intrinsic motivation, the psychological impact of “punishing” students for making mistakes while learning, and mastery-based grading with retakes.

This PLT is intended for teachers of all content and grade levels.

 INQUIRY, PRACTICE, AND LEADERSHIP

charts, and planning documents from the text, and

How might we encourage our students to bring

discuss how we can incorporate these resources into

and express their full “ratchetdemic” selves in our

our own practice. Together, we will reflect on how we

mathematics and science classrooms? Coined by Dr.

can break the habits that are holding us back from this

Chris Emdin, ratchetdemic is a term that encourages us

work. This PLT is for any STEM teacher who wants to

to embrace students’ authentic “ratchetness,” even in

engage in a beginners’ conversation and is interested in

the context of historically repressive STEM classrooms.

taking the first step toward reimagining the possibilities

Emdin encourages us to allow students to be their

of how antibias and antiracist work can transform

whole selves, as many were when they were at home

schools and the world at large.

learning remotely last year; and he argues students 13

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Professional Learning Teams (PLTs)

external to us. We will have difficult conversations about important issues of race, identity, and equity, including small-group, protocol-based text study and discussion.

Through these activities we will surface and discuss our

Book Club: Taking Culturally Responsive Teaching Back to Our Schools p Facilitators: MƒA Master Teachers Jenna Denino and Rose Ventimiglia THURSDAYS, FEB 17, MAR 24, APR 28, JUN 2

implicit bias and assumptions, and we will also engage in artifact sharing and action planning centered on our takeaways from the text. While the book is written from the perspective of a mathematics teacher, we welcome teachers of all subjects and grade levels to participate.

ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

How might we increase buy-in of the principles of culturally responsive teaching (CRT) to improve school culture and student performance? In this PLT, we will read Culturally Responsive Teaching and The Brain by Zaretta Hammond to develop a deeper understanding of CRT as it relates to brain science, student experiences, identity, and race. During our time together, we will take these learnings and develop a cohesive plan to share this work in our schools. We will support each other as we prepare to lead school-based professional development to empower our colleagues and administration to use CRT practices both in classrooms and in school-wide decision-making. Lastly, we will reflect on and troubleshoot the hurdles that may arise when bringing CRT to our colleagues or using it with our students. This PLT is for mathematics and science teachers interested in leading school-based professional development around CRT practices with a focus on race and identity.

Book Club: This is Not a Test p Facilitators: MƒA Master Teachers Scott Gallagher and Nasriah Morrison WEDNESDAYS, MAR 2, APR 6, MAY 11, JUN 8 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

Book Club: Understanding and Responding to Social Injustice in Mathematics p Facilitators: MƒA Master Teachers Jessica Gomez and Jennifer Parker THURSDAYS, MAR 10, MAR 31, MAY 12, JUN 16 ONLINE  MATHEMATICS

How might we help students explore, understand, and respond to social injustice? In this PLT, we will read and use resources from the book High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice by Berry, Conway, Lawler, and Staley. We will begin by looking at different equity frameworks and think about how we can use them to improve our classroom practice. We will also explore how to prepare our classrooms to discuss different issues of social justice. Our second session will be focused on instructional tools for the social justice mathematics lesson. During our final two sessions, we will focus

AP/IB Biology: Developing Free-Response Questions to Improve Science Skills Facilitators: MƒA Master Teachers Rami Abdelghafar, Marissa Maggio, and Jessica Ross WEDNESDAYS, MAR 2, APR 6, MAY 11, JUN 8 ONLINE  SCIENCE

on how to implement social justice mathematics

How might we design free-response questions (FRQs)

lessons and practices within our classrooms. We will

that are both engaging and data-driven? In this PLT,

have opportunities to collaborate with each other in

teachers will work collaboratively to develop free-

developing and adapting lessons and practices within

response questions and rubrics that can be used as

this book to use in our classroom. This PLT is suited for

both formative and summative assessments and align

both middle and high school mathematics teachers.

to the scope and sequence for most second semester AP and IB Biology units. In session one, we’ll discuss what makes a great free-response question, review exemplars to deconstruct their structure, and share

How might we reconcile our own identities with

primary and secondary resources which can be used as

what our students need us to be? Over the course of

source material, including Data Nuggets and HHMI. In

this PLT we will study José Luis Vilson’s This is Not a

sessions two and three, we will work in small groups to

Test to reflect on ourselves, our students, and factors

develop our FRQs. Between sessions, we will pilot the

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Professional Learning Teams (PLTs) questions in our classrooms and bring our experiences and student work back to the group. We’ll conclude by reflecting on their implementation, providing feedback, and iterating for improvement. By the end of the PLT, teachers will leave with a repository of FRQs for future use. This course is best suited for AP and IB Biology teachers.

Are Your Students Ready for Calculus?

Facilitators: MƒA Master Teachers Stephanie Bohbot and Ricardo Estrada TUESDAYS, FEB 15, MAR 22, APR 26, MAY 24 ONLINE  MATHEMATICS

Blowing In the Wind: Investigations in Air Quality p Facilitators: MƒA Master Teachers Samantha Adams and Deborah Reich

which community stakeholders or other school communities offer opportunities for collaboration to help our students take action. This PLT is best for

TUESDAYS, FEB 15, MAR 22, APR 26, MAY 24

any middle or high school STEM teacher interested in

ONLINE

environmental justice.

 SCIENCE

How might we empower our students to investigate air quality in and around their school communities? The COVID-19 pandemic has had us all thinking about what might be in the air we’re breathing. However, air quality

Bridging the Gaps Through Vertical Alignment in Science Facilitators: MƒA Master Teachers Ben Lewin and Liz Whelan

is not only a pandemic-related issue; it’s something

TUESDAYS, FEB 15, MAR 15, APR 12, MAY 10

many communities have disproportionately struggled

MƒA & ONLINE

with for years. Distribution of bus depots, schools within

 SCIENCE

feet of major highways, and elevated rates of asthma

+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSION 1 WILL TAKE PLACE VIRTUALLY. SESSIONS 2-4 WILL TAKE PLACE INPERSON AT MƒA.

and other respiratory diseases are just a few examples of these inequities. In this PLT, teachers interested in helping their students investigate local air quality will begin to develop an air quality monitoring network.

How might we prepare our students to succeed in

First, we’ll evaluate what kind of monitors might best

Calculus? Join us as we examine our high school

meet the needs of our students and school community,

mathematics curriculum to uncover the topics

then we will install those monitors and help students to

necessary to prepare students for calculus-level courses

analyze the data collected, and finally, we will determine

How might we create learning experiences across K-12 classrooms that allow our students to grapple with “big concepts” while also nurturing students’ identities and intellectual development? In this PLT, we will continue our work from fall 2021 to use the vertical progression of the NGSS as a tool to explore

more effectively. Together, we will draw upon our content knowledge and consider where these calculus skills are addressed in the courses we teach. We will begin by exploring, analyzing, and deconstructing calculus questions and resources including topics such as limits, derivatives, integrals, and their applications.

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

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Professional Learning Teams (PLTs)

guide our understanding and deepen our antiracist teaching practices beyond a simple assignment or single pedagogical strategy. Teachers who join this course should be open to learning about the systemic forces

this question. In session one, we will review and discuss our fall semester product, a reference document on the skills and concepts that foster science identity and literacy as students move from elementary to middle and finally to high school. In sessions two and three, we will supplement and share examples from the different grade bands to add a layer of resources to our existing K-12 reference. We will conclude by reflecting on the implementation of resources from our framework into our classrooms. This PLT is for any science teacher

that shape our schools and interested in changing how they engage with their students.

Chemistry Teachers Have Solutions: Teaching AP Chemistry Through Observation Facilitators: MƒA Master Teachers Peter D’Amico and Rachel Mancini ONLINE

responsive education (CHRE) opportunities in our

 SCIENCE

build conceptual understanding and also help

us to get a broader perspective on science teaching

students engage in the six science practices laid

and learning and developing resources to improve and

out by the College Board? Join us in this PLT as we

coordinate science literacy across grade bands.

investigate the use of content-specific, hands-on activities and protocols to help students build their

 MATHEMATICS

How might we use culturally responsive-sustaining education (CR-SE) practices to build community and embody antiracist education? As mathematics teachers, we often find it essential to build community in order to generate buy-in from our students and welcome them into the mathematical world of problemsolving and learning. But what barriers to building

+ PLEASE NOTE: TEACHERS ARE ENCOURAGED, BUT NOT REQUIRED TO PURCHASE THEIR OWN COPIES OF CULTIVATING GENIUS BY GHOLDY MUHAMMAD AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

How might we imbed culturally and historically

or new science teachers interested in partnering with

ONLINE

 MATHEMATICS

TUESDAYS, FEB 15, MAR 22, APR 26, MAY 24

How might we design AP Chemistry activities that

TUESDAYS, MAR 8, APR 5, MAY 10, JUN 7

MONDAYS, FEB 28, MAR 28, APR 25, MAY 23 ONLINE

who participated in the vertical alignment PLT in the fall

Building Community in CR-SE Mathematics Classrooms p Facilitators: MƒA Master Teachers Shannon Guglielmo and Shirvonne McCarthy

Cultivating Genius in the Secondary Mathematics Classroom p Facilitators: Ivelisse Ramos Brannon and MƒA Master Teachers Patrick Cox, Andrea Kung, and Melissa Rodriguez

knowledge through observation. Together, we will design observation-based chemistry investigations students can complete in 20-30 minutes. In session one, we will begin by collaboratively developing an activity within a unit of interest. Between sessions two and three, teachers will try the activities in their classrooms and prepare to share the outcome with the group. Then, we will present and discuss how it went and use the feedback to iterate and develop new activities as well as free-response questions. In our final session, we will consider how we will assess these chemistry investigations. This course is best suited for AP Chemistry teachers but all chemistry teachers are welcome to attend.

mathematics classrooms? Dr. Gholdy Muhammad’s book, Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy, lays out the Historically Responsive Literacy (HRL) Framework, which includes five learning pursuits (identity development, skills development, intellectual development, criticality, and joy). When applied to curriculum, the HRL Framework creates equity for all students, with each goal building upon the other. In this PLT, we will work in groups by subject to develop units, lessons, activities, and assessments aligned to the HRL Framework. In the first session, teachers will examine and discuss the five pursuits as a framework for teaching and learning in mathematics. In subsequent sessions, we will also generate ideas for authentic and engaging interdisciplinary mathematics instruction and assessment using the HRL Framework as we create, examine, reflect, and revise CHRE-aligned lessons. All mathematics teachers are welcome.

Ivelisse Ramos Brannon is an ELA teacher and Master Teacher at Central Park East High School in Manhattan.

community exist in our classrooms? Which of these elements are visible to us and which are hidden? In this PLT, teachers will address these questions as they develop sustainable practices that manifest CR-SE in the classroom. We will use texts such as Dr. Gholdy Muhammad’s Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy to 16

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Professional Learning Teams (PLTs) Discovering CHRE: Infusing Historical and Cultural Context Into Science p Facilitators: MƒA Master Teacher Joseph Moll, Ph.D., and MƒA Early Career Teacher Kevin Kinlocke

Diving into Teaching for Robust Understanding Facilitators: MƒA Master Teachers Liz Clark-Garvey and Alexander Cristando

We will also consider how algorithmic bias affects AI and the best ways to introduce these ideas to our

 INQUIRY, PRACTICE, AND LEADERSHIP

Are you looking for a practical and meaningful way to reflect on and talk about your teaching? Do you believe

ONLINE

all of your students? In this PLT, we will continue the

context of scientific discoveries to teach science more authentically? Scientific discoveries never occur in a vacuum. Social norms and cultural beliefs at the time of these breakthroughs greatly influenced which discoveries occurred and how they were documented.

Today, as we celebrate these scientific advancements we often neglect the complete story: the story of those who were marginalized and disenfranchised. Join us as we develop our students’ critical thinking skills using a more authentic narrative of these events and through the lens of culturally and historically responsive education (CHRE). We will begin by exploring lessons that interweave history, culture, and science in an identity-affirming way. In the second session, we will

will be provided with resources and examples to begin designing lesson plans that empower students to see

to delve more deeply into the Teaching for Robust Understanding framework and consider practical skills, methods, and teaching strategies to better infuse the

or anyone interested in incorporating AI concepts into their curricula. We will be considering the work at an introductory level, so there is no prerequisite knowledge required.

Engaging Activities in Statistics Facilitators: MƒA Master Teachers Mimi Ong Ante and MƒA Early Career Teacher KC Hankins

five dimensions in our classrooms. In each session,

WEDNESDAYS, FEB 9, MAR 23, APR 27, MAY 25

we will dig into 1-2 dimensions of TRU by reviewing

ONLINE

teaching artifacts. Each session will also provide time for

 MATHEMATICS

teachers to plan for and reflect on their own instruction

How might we captivate Statistics students through

through the dimensions. Throughout our work together,

meaningful and engaging activities? In this PLT, we will

we will also consider how we might incorporate this

create and try out thoughtful activities that enable our

work into future PLTs at MƒA. This workshop is open

students to make connections between the science

to any teacher who has participated in the Analyzing

of statistics and its applications to the real world. We

Free Formative Assessment Lessons in Grades

will present, iterate on, execute, and adapt our most

6-12 Mathematics PLT or who has completed MƒA

engaging activities to help our students master both

ƒundamentals Part 1 either during summer orientation

conceptual and procedural content. Each session

or the October 14th or January 11th workshops.

will focus on a different topic of the AP Statistics curriculum. Come ready to collaborate, support your

DIY AI: Exploring Artificial Intelligence Facilitators: MƒA Master Teachers Emma Reid and Julia Shube

themselves as scientists and will try these lessons

THURSDAYS, MAR 17, APR 28, MAY 26, JUN 2

out before the final session. Finally, we will reflect on

MƒA

how these lessons went, debrief our successes and

 COMPUTER SCIENCE AND TECHNOLOGY

challenges, and set goals for future work. All middle and

Algorithms dictate much of our (and our students’)

high school science teachers are welcome.

exposure to the digital world, but how these algorithms work remains a mystery to many of us. How might we

17

students. The course is for Computer Science teachers

work begun in the MƒA ƒundamentals Part 1 workshop

form small groups to brainstorm areas in our curriculum that are ripe for reform. In the third session, teachers

Train Your Robot, Cognimates, and Google Auto Draw.

ONLINE

in equitable access and high cognitive demand for

How might we integrate the cultural and historical

explore existing AI curricula such as AI4All, How to

WEDNESDAYS, MAR 9, APR 6, MAY 4, JUN 1

TUESDAYS, MAR 1, MAR 29, MAY 3, MAY 31  SCIENCE

that impact their lives. Over the four sessions, we will

peers, and return to your class with a new set of engaging activities. While we plan to use resources and materials from the AP Statistics curriculum, all high school Statistics teachers are welcome.

Environmental Justice in the Science Classroom p Facilitators: Taylor Morton and MƒA Master Teacher Jared Fox, Ph.D.

leverage students’ engagement with their devices to

WEDNESDAYS, FEB 9, MAR 23, APR 27, MAY 25

explore Artificial Intelligence (AI) algorithms? The goal

ONLINE

of this PLT is to develop an introductory AI project we

 SCIENCE

can use in our Computer Science classrooms to invite

How might we incorporate environmental justice into

students to engage with and question the algorithms

our science classrooms? In this PLT, we will explore

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Professional Learning Teams (PLTs)

programs. Taylor also recognizes the importance of exposing minority, urban, and low-income youth to natural elements, and actively supports this mission. Taylor holds a B.S. in Environmental Studies from Spelman College, a M.S. in Environmental Policy and Sustainability Management from The New School, and a M.S. in Education from the University of

the Environmental Health and Justice Leadership Training curriculum and collaborate to devise strategies for incorporating and contextualizing this work into our school communities. In addition, we will share best practices for engaging in environmental justice work with students and partner organizations by learning from a variety of guest presenters including youth leaders, community organizers, and academic researchers. Teachers will leave this PLT with an

Pennsylvania.

Exploring Routines for Engagement Through Intervisitation Facilitators: MƒA Master Teachers Dee Dee Dyer, Isabelle Giannella, and Bushra Makiya WEDNESDAYS, MAR 23, APR 27 MƒA & OFFSITE

Equity Teaming 101: How to Start and Lead an Equity Team in your School p Facilitators: MƒA Master Teachers Sendy Keenan and Lynn Shon WEDNESDAYS, MAR 9, APR 13, MAY 18, JUN 15 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

 MATHEMATICS  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: THERE ARE TWO IN-PERSON INTERVISITATIONS THAT ARE A REQUIRED COMPONENT OF THE PLT (DATES AND LOCATIONS ARE TBD). IF IT BECOMES INFEASIBLE TO VISIT IN PERSON, WE WILL USE VIDEO RECORDING AS AN ALTERNATIVE.

How might we use intervisitations to collaboratively plan routines that increase access and equity for all

How might we start and lead equity teams in our

students? In this PLT, we will use intervisitation to

schools from the ground up? If you are frustrated by

create a shared experience where we explore how

the pace of progress around equity, inclusion, and

using structured routines can improve engagement,

racial justice work in your school communities, this

with a particular focus on supporting students who

PLT is for you! We know too well that starting an

tend not to speak up in whole class settings. During

Education at WE ACT for Environmental Justice. Their work has included

initiative that leads to transformational change may not

the two evening sessions, we will explore a variety of

co-facilitating and creating curricula for the organization’s educational

align with the priorities of your school leadership and

routines, co-plan how to implement them, anticipate

presents huge political and logistical barriers. In this

potential challenges, and brainstorm possible teacher

PLT, we will explore ways to work in community with

moves in response. We will use routines that are

students, families, colleagues, and administration to

adaptable to a variety of grade levels and content

develop, plan, and lead an equity team that can inform

areas that aim to bring more voices to the discussion

and transform school policies, curricula, and pedagogy

and therefore create a more equitable learning

in such a way that is truly loving and affirming to

environment. During the two intervisitations we

our most marginalized students. We will discuss and

will visit one another’s classrooms to try out (and

explore ways to find the committed people to start

potentially co-teach) the routines, listen to students,

your team, build trust and agency among members,

and debrief what we observe. Our goal is to enhance

develop equity team goals, examine frameworks, and

our ability to understand our students’ reasoning,

curate resources for achieving equity team goals. We

support students in academic discussion, and consider

will collaborate to plan logistics and create materials

how teacher moves help us create more equitable

that will prepare us to implement the work in our

environments and support students in making sense of

schools. This course is for all STEM teachers who are

mathematics and science.

environmental justice pedagogical framework, activities from the curriculum, and concrete next steps for incorporating the tenets of environmental justice into their classrooms and school communities.

Taylor Morton is the former Director of Environmental Health and

committed to building antiracist, culturally responsive and sustaining schools communities. We will be using the NYSED CR-SE Framework and NYU Metro Center’s STEAM Scorecard and Guide to Culturally-Responsive Sustaining Education as references, and we will be sharing resources and examples of material from starting and leading equity teams in our own schools.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Professional Learning Teams (PLTs) Exploring the Steps of Operations Facilitators: MƒA Master Teacher Paul Gray and MƒA Early Career Teacher Caitlin O’Neil

Geometry for All: Interactive Tasks to Encourage Deep Learning in Every Student p Facilitators: MƒA Master Teachers Rebecca Caporale-Guarino, Sarah Geist, and Carol Kinney, Ph.D.

update their curricula in ways that disrupt deficit models and make all students feel worthy of being loved, safe, and seen. This course is designed for biology teachers, but all teachers are welcome.

TUESDAYS, MAR 1, MAR 29, MAY 3, MAY 31 ONLINE  MATHEMATICS

TUESDAYS, MAR 1, MAR 29, APR 26, MAY 24

How might we create interactive tasks to encourage

MƒA

access and depth for all Geometry students? In this

 MATHEMATICS

course of four sessions, teachers will work together to

Indigenizing Science! Bringing Indigenous Ways of Knowing Into Our Classrooms p Facilitators: MƒA Master Teachers Denice Gamper and Sarah Gribbin

PLT, we will collaborate to make content accessible

TUESDAYS, FEB 15, MAR 15, APR 12, MAY 10

How might we help students see the connections

and engaging to all learners as we create innovative,

MƒA & ONLINE

between algebraic structures? Too often, students

interactive, and cognitively demanding tasks. As we

 SCIENCE

view mathematics as a series of unrelated procedures

adapt and create materials, we will share feedback to

that need to be memorized rather than understood.

refine tasks, improve geometric comprehension for

They don’t learn how the relationships between the

+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSION 1 WILL TAKE PLACE VIRTUALLY. SESSIONS 2-4 WILL TAKE PLACE INPERSON AT MƒA.

struggling students, and challenge our more confident

operations connect many algebraic concepts and

students to push themselves even deeper into geometry

drive fundamental properties. In this PLT, we will

connections and extensions. This PLT is designed for

explore a visual representation we developed called

high school Geometry teachers who want to improve

the “Steps of Operations” which shows how the six

accessibility for their diverse learners including English

operations—addition, subtraction, multiplication,

Language Learners, students with IEPs, and visual or

division, powers, and roots—are structurally related to

kinesthetic learners.

each other. In session one, we will construct the Steps of Operations and examine how it can ground our understanding of simplifying and solving, as well as the properties of distribution, exponents, and logarithms.

In following sessions, we will collaborate to design activities anchored to the Steps of Operations that allow students to find and leverage connections between operations to deepen their understanding of algebra.

As we create materials, we will use teacher feedback to refine our tasks, and as we implement these tasks in the classroom, we will reflect on student work to identify areas of further improvement. Through our work as a PLT, we will generate activities on a range of topics connected to the Steps of Operations, thus creating the opportunity for this visual representation and the underlying concepts to underpin student learning across their years in algebra.

Imagining a Gender-Liberated Biology Classroom p Facilitators: MƒA Master Teacher Tracy LaGrassa, Ph.D., and MƒA Early Career Teacher Max Chomet WEDNESDAYS, MAR 23, APR 27, MAY 25, JUN 8 MƒA  SCIENCE

How might we integrate indigenous and ancestral ways of knowing to honor and acknowledge the diversity of our science classrooms? Too often we find ourselves teaching the history of science to our students through a European lens without considering the contributions made by Indigenous communities to this body of knowledge. In this PLT, we will celebrate ancient and Indigenous knowledge and culture alongside European scientific discoveries. We will work collaboratively to develop laboratory activities and lesson plans that weave Indigenous ways of knowing into our curricula.

We will begin by exploring and discussing primary and secondary resources, such as Braiding Sweetgrass by Robin Wall Kimmerer, The Botany of Desire: A Plant’sEye View of the World by Michael Pollan, and “Seeds

How might we build a biology classroom that engages

of a Cure” by Brendan Borrell to identify a specific

in the complexities of sex and gender and affirms

aspect of our curriculum on which we would like to

queer identities? In the biology classroom, “scientific”

focus. In sessions two and three, we will work in groups

language, textbooks, and curricula – as well as individual

to develop activities or adapt a unit to incorporate

perceptions – can systemically reinforce white cisgender

Indigenous knowledge and practices. In our final

assumptions. How can we work to challenge these

session, we will present activities, lessons, or student

assumptions to create a more equitable and empowering

work for feedback and iteration. By the end of the PLT,

learning environment? Using Sam Long et al.’s

teachers will leave with a variety of resources and tools

“Framework for a Gender-Inclusive Biology Curriculum”

to continue this work in their school communities. This

as a jumping-off point, this PLT will provide a space for

course is for all middle and high school science teachers.

collaborative engagement with how we view biology, identity, sex, and gender in the classroom. Over the 19

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Professional Learning Teams (PLTs)

Interdisciplinary Problem-Solving in Environmental Science Facilitators: MƒA Master Teacher Jerry Citron and MƒA Early Career Teacher Ashley Gray WEDNESDAYS, MAR 9, APR 13, MAY 18, JUN 15

Integrating Computer Science Into the STEM Classroom Facilitators: MƒA Master Teachers Izagma Alonso, Jonathan Swotinsky, and Cathy Xiong MONDAYS, FEB 14, MAR 14, APR 11, MAY 16 ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

How might we integrate computer science into our STEM classrooms? In this PLT, we will collaboratively design STEM activities that bridge coding skills with mathematics and science. Our goal is to make coding more accessible to all students and use computer science to promote and strengthen content knowledge.

Computer science (CS) is a broad discipline that is often oversimplified. Together we will discuss what CS is and uncover its relevance to our classrooms by looking at activities aligned to the unique classes we teach. We will spend time creating and differentiating CS-aligned activities while supporting and refining our colleagues’ work. While we will concentrate on blockbased languages such as Scratch and Blockly for Python/

ONLINE  SCIENCE

How might we teach solution-based strategies to environmental problems such as climate change, pollution, malnutrition, deforestation, and environmental justice? As science teachers, we have a responsibility to provide our students with the tools to navigate and respond to an array of local and global environmental issues. In this PLT, we will experience and consider interdisciplinary practices such as decisionmaking, data analysis, and dimensional analysis through a cultural, technological, and environmental lens. We will begin by reviewing case studies, online media, and governmental data. In sessions two and three, we’ll prioritize an environmental problem to develop projectbased learning activities for classroom implementation.

In our final session, we will discuss how these activities went and brainstorm opportunities for further iteration

and more. The dishes we investigate in the first three

and improvement. This PLT is open to all middle and

sessions will be pre-planned and teachers will receive

high school life and environmental science teachers.

instructions and ingredient lists prior to each session.

We will leave time in session three for teachers to select

JavaScript to provide multiple entry points for students and teachers with various CS skill levels, those who prefer text-based programming can easily adapt the tasks for coding in Python or JavaScript. Teachers will

Kitchen Chemistry: You CAN Lick the Spoon!

Facilitators: MƒA Master Teachers Shaniece Mosley and Theresa Stanley

also explore physical computing using the Micro:bit.

WEDNESDAYS, FEB 9, MAR 23, APR 27, MAY 25

Coding experience is welcome, but not required!

ONLINE  SCIENCE + PLEASE NOTE: ACCESS TO A WORKING OVEN/STOVE AND COMMON KITCHEN AND BAKING INGREDIENTS WILL BE NECESSARY.

How might we use our kitchens to teach students chemistry? Join us as we explore how food science can be used to increase student engagement and deepen our understanding of chemistry as we prepare dishes in our home kitchens. We will review topics such as

20

and plan for the final session and the final dish. All chemistry and middle school physical science teachers are welcome.

Let’s Go Out-Sci: Teaching and Learning Science Through Fieldwork Facilitators: MƒA Master Teachers Sabrina Miller and Rabi Whitaker THURSDAYS, APR 14, APR 28, MAY 12, JUN 2 MƒA & OFFSITE  SCIENCE + PLEASE NOTE: SESSIONS 1 AND 4 WILL TAKE PLACE AT MƒA. SESSIONS 2 AND 3 WILL TAKE PLACE IN THE FIELD, LOCATIONS TBD.

the Maillard Reaction, enzymatic and non-enzymatic

How might we use fieldwork to leverage the complexity

browning, acid/base chemistry, fermentation, aromas,

of the natural world and facilitate student understanding

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Professional Learning Teams (PLTs)

how to maximize the use of formative assessment in our classrooms. We will do this by closely analyzing the mathematics of the tasks, solving the problems together to put ourselves in our students’ shoes, watching videos

of scientific systems, processes, and practices? Join us as we design case studies around a variety of fieldwork experiences, ranging from short 30-minute outdoor activities to full-day field trips. We’ll explore all field experiences through a metacognitive lens focused on pedagogical best practice for 3D science learning. These activities will be grounded in concepts

of students as they interact with the lessons, and sharing stories of use in our classrooms. We will lean on each other to deepen our understanding of the mathematics

will explore the ways in which field-based learning is cognitively distinct from classroom learning, consider

a broader community of teachers doing similar work in

How might we work towards a balanced quality of

Buffalo and Chicago.

life including occupational, physical, and emotional wellness? Women of color are historically the caretakers

Making Algebra Accessible to All p Facilitators: MƒA Master Teachers Matt Pastore and Christina Varghese, Ph.D. WEDNESDAYS, FEB 16, MAR 30, MAY 4, JUN 1

technology, and reflect on our capacity and opportunity

ONLINE

to teach outdoors, while keeping accessibility and

 MATHEMATICS

inclusion for all students in mind. The takeaway goal

How might we invite and engage all of our Algebra

for this PLT is to create a collective resource of ideas

students? Join us as we explore a variety of new and

for science fieldwork that can be achieved at different

effective tools to engage our students and increase

scales and frequencies. Science teachers of any grade

their conceptual understanding and retention. In our

level and content area who wish to explore how to take

first session, we will discuss our challenges in helping

their teaching and learning outdoors are welcome to

struggling students as well as intervention strategies

attend.

to support them. Over the sessions that follow, we will collaborate on lessons that engage learners by differentiating content and compiling a list of tools and platforms including software and hardware. We will also explore new resources as well as give and receive feedback on how to make our classrooms accessible

WEDNESDAYS, MAR 9, APR 13, MAY 18, JUN 15

to all our learners. The course is best suited for Algebra

ONLINE

I and Algebra II teachers but would be beneficial to

 MATHEMATICS

 INQUIRY, PRACTICE, AND LEADERSHIP

more powerfully with our students. This PLT is a part of

large and small scale fieldwork, examine the role of

Leveraging Formative Assessment Lessons in Mathematics Facilitators: MƒA Master Teachers Gary Cruz and Azikiwe Peters

WEDNESDAYS, FEB 16, MAR 30, MAY 4, JUN 1 ONLINE + PLEASE NOTE: THIS COURSE IS OPEN TO ALL TEACHERS, BUT WE WOULD LOVE TO HOLD SPACE SPECIFICALLY FOR TEACHERS WHO IDENTIFY AS WOMEN OF COLOR.

we teach and devise new ways to share that experience

from ecology, geology, environmental science, and astronomy. Over the course of our four sessions, we

Making Work Work for Us: Cultivating Sustainability in Our Careers p Facilitators: MƒA Master Teachers Alana Burgos and Alyson Lopez

anyone teaching mathematics courses for grades 8-12.

of all others. Being a teacher compounds this burden, often leading to compassion fatigue or an imbalance in self-care. In this PLT, we hope to restore that balance by creating a toolkit for teacher-centered self-care. In our first session, we will initiate a sense of belonging through understanding as we share common struggles of work-life balance. In our second session, we will identify problems of practice and explore tools for teacher-centered social emotional wellness. In our third session we will implement strategies from our toolkit and reflect on their efficacy. In the final session, we will reassess using the quality of life scale tool and set goals on how to continue this work.

The Notorious MBG: Working Towards MasteryBased Grading Facilitators: MƒA Master Teachers Eddie Fletcher and Benjamin Siegel WEDNESDAYS, MAR 2, APR 6, MAY 11, JUN 8 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

How might we implement and refine mastery-based

We all know we teach something better the second

grading (MBG) systems? The purpose of this PLT is to

time around, but how might we utilize each other’s

create a supportive community for educators interested

teaching experiences to teach a lesson better the FIRST

in making the transition to MBG. Our goals are to

time? In this PLT, we will explore a free, high-quality

learn about various MBG systems and to leverage this

instructional resource containing a set of 100 formative

community’s expertise to help improve our existing

assessment lessons developed by the Mathematics

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

Assessment Project. These resources, designed for

shared understanding of MBG, discuss its advantages

secondary mathematics teachers, will help us consider

and challenges, and examine concrete examples of its

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Professional Learning Teams (PLTs) implementation. In subsequent sessions, we will refine our own grading practices through an iterative process

Physics Teachers: Check Your Units!

Facilitators: MƒA Master Teachers KC Reddy and Andrew Wallace

the design and implementation of NYSSLS-aligned assessments in session three. We will conclude by reflecting on the process, our progress toward full

TUESDAYS, FEB 8, MAR 15, APR 12, MAY 17

NYSSLS integration, and our continued goals moving

ONLINE

forward. This course is for all high school science

 SCIENCE

teachers regardless of previous experience with NYSSLS.

in which we share our unique grading contexts, redesign

How might we make physics relevant to our students?

aspects of our grading practices, implement these shifts

In this PLT, we will work together to develop physics

in our classrooms, and reflect on their success. This

units that are rooted in real-world problem-solving,

PLT is ideal for any STEM teacher who is ready to take

encourage engineering innovation, and build on a

the leap into MBG or who would like to improve their

foundation of social justice. We will begin with a review

WEDNESDAYS, MAR 9, APR 13, MAY 18, JUN 15

current MBG system.

of our current curricula, drawing upon our existing

ONLINE

Shining Light on the Dark Side of Big Data p Facilitators: MƒA Master Teachers Megan Berdugo and Lavonne Hunter

expertise and resources. In subsequent sessions, we

 INQUIRY, PRACTICE, AND LEADERSHIP

will work in small groups to design robust projects

Big data and algorithms have penetrated virtually every

and assessments grounded in relevant applications of

aspect of our social, cultural, and economic lives. They

physics. We will conclude by showcasing, celebrating,

have also been wielded as instruments of oppression,

and iterating on our work. All physics teachers, from

reinforcing inequality and perpetuating injustice. Author

first-time conceptual physics teachers to those

and mathematician Cathy O’Neill coined a term for this

more experienced with the AP Physics curriculum,

phenomenon: “weapon of mathematical destruction,”

are encouraged to attend. Teachers will leave with a

or WMD. How might we deconstruct the issues and

unique unit plan and end-of-unit assessment designed

impacts of WMDs to help support culturally responsive

specifically for their classroom.

and engaging STEM instruction? The goal of this PLT is to collectively learn about the damage of WMDs

Shifting Standards on Science Teaching Facilitators: MƒA Master Teachers Suzette Nelson and Mallory Womer

and to design curricular materials that will expose and oppose the dark side of big data. Over the course of four sessions, we will work in specific WMD-based teams

TUESDAYS, FEB 8, MAR 15, APR 12, MAY 17

to bring these real-world issues into the classroom. If

ONLINE

you are a mathematics, science, or computer science

 SCIENCE

How might we support one another as we shift to the New York State Science Learning Standards (NYSSLS)?

The implementation of new standards can be a scary

teacher who is deeply committed to elevating your teaching practice and grounding your curriculum in a social and racial justice context, join us to shine light on the dark side of big data.

process and this can feel especially daunting as we continue into another year of teaching during a pandemic. Our purpose is to change teachers’ thinking about current science classroom practice with a focus

22

Teaching Calculus Facilitators: MƒA Master Teachers Lisa Bueno and Ben Elias Morgenroth

on integrating the NYSSLS into our curricula. We will

TUESDAYS, FEB 8, MAR 15, APR 12, MAY 17

begin by looking at strategies to make student thinking

ONLINE

visible and then testing those strategies in our own

 MATHEMATICS

classrooms. In session two we will discuss how to

How might we support our Calculus students to build

create high-quality NYSSLS lesson plans, followed by

connections between conceptual understanding and

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Professional Learning Teams (PLTs)

Unpacking the Next Generation Mathematics Learning Standards Facilitators: MƒA Master Teachers Brian Frechtman and Maria Leon Chu WEDNESDAYS, FEB 16, MAR 30, MAY 4, JUN 1

algebraic fluency? In this PLT, we will explore calculus content and effective pedagogical techniques through resource sharing, presentations, and collaborative task design. We will consider both the conceptual understanding and problem-solving skills needed as we design focused calculus tasks. Teachers will be grouped based on interest, experience level, and topic of focus.

We will also build on a wealth of resources from past Calculus PLTs. Teachers of both AP and non-AP Calculus classes are encouraged to join, as well as those who aspire to teach it in the future. This PLT is designed and differentiated with all experience levels in mind.

the difference in their success in applying. In this PLT, we will troubleshoot obstacles in the application, practice giving and receiving feedback, and utilize our shared expertise to become Nationally Board Certified teachers.

ONLINE  MATHEMATICS

How might we explore the New York State Next Generation Mathematics Learning Standards to better prepare our students for the upcoming curricular changes? These standards will be fully implemented by the fall of 2022 and in this PLT, mathematics teachers of all grade levels are welcome to participate as we analyze key documents, including the grade-level Crosswalks and Snapshots, to ease and support the transition. We will compare and contrast the new standards with the current Common Core standards, track the progression of important skills through the grade levels, and develop

Travel From Arithmetic to Algebra Facilitators: MƒA Master Teachers Alise Braick, Nancy Cummings, Diana Erben, and Brandie Hayes THURSDAYS, FEB 17, MAR 24, APR 28, JUN 2 ONLINE  MATHEMATICS

Many students who appear to succeed in elementary

a scope and sequence of individual units to help students 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 suddenly and surprisingly struggle in algebra. How might we prevent “the arithmetic to algebra gap” and assist our youngest students in better conceptualizing algebra? Join us as we explore

Working Towards National Board Certification Facilitators: MƒA Master Teachers Sharon Collins, Chereese Gardner, and Julia Shube

instructional practices that foster algebraic thinking in

MONDAYS, FEB 7, MAR 7, APR 4, MAY 9

arithmetics, as well as misconceptions that create the

ONLINE

gap. In this PLT, we will examine three main themes found in NCTM research that transfer arithmetic concepts to algebra: viewing the equal sign relationally, generalizing patterns, and using representations in problem-solving. Elementary and middle school teachers will work together to compile a bank of instructional resources that foster student algebraic thinking across the grades. This PLT is a collaborative effort between both elementary and middle school teachers.

23

 INQUIRY, PRACTICE, AND LEADERSHIP

How might we support one another as we work toward achieving National Board Certification? Are you a teacher currently in the process of applying for National Board Certification or planning to apply for your certification during the 2021-2022 academic year? Come collaborate with and be supported by a community of MƒA teachers also going through the process. Most Nationally Board Certified teachers report that having the help of other educators made

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

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

24

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Mini-Courses Adapt, Evolve, Improvise: How to Distill Your Message Facilitators: MƒA Master Teacher Andy Nissinboim and MƒA Early Career Teacher Jesse John, Ph.D.

Advancing Strategic Thinking: Changing Perceptions of Math Through Games Facilitators: Anne Marie Almaraz, Melody Morris, Osvaldo Soto, Ph.D., and Trang Vu TUESDAYS, APR 26, MAY 3, MAY 10 ONLINE  MATHEMATICS

Dr. Osvaldo Soto is the director of the Discrete Math Project Collaborative and Math for America San Diego. Dr. Soto is interested in the development of secondary teachers’ proof schemes and how teachers draw on their content knowledge to guide instruction. He brings nearly two decades of secondary teaching and research-based professional development experience.

Trang Vu has taught high school and middle school math in the San Diego Unified School District for over 30 years. Before joining the

WEDNESDAYS, MAY 4, MAY 18

Are you interested in discrete math as a tool

DMPC project, Mrs. Vu was a Math for America San Diego Noyce Master

ONLINE

to teach problem-solving, and do you believe

Teaching Fellow. She is also the Museum of Math’s 2013 Rosenthal Prize winner for Innovation and Inspiration in Math Teaching. Mrs. Vu helped

 INQUIRY, PRACTICE, AND LEADERSHIP

learning mathematics should be interesting and

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

fun? Then join us in this mini-course as we explore

Math Practice. She loves teaching and demonstrating how math is fun,

game-based lessons from the Discrete Math Pre-

beautiful, and relevant to everyday life.

When teachers and students communicate in their classrooms, at conferences, or within their broader communities with policymakers, communication skills are key. Join us in this mini-course as we explore how to build better communication skills through theater and improvisation activities. The first session will focus on improvisational theater exercises that encourage both teachers and students to connect with an audience, pay close and dynamic attention to others, read nonverbal cues, and respond freely.

These techniques can also help students engage and wrestle with content and be used as formative assessment tools. The second session will be centered on distilling your message, or how to get to the point early and decode scientific jargon. As scientists, we are often taught to flex our intellectual muscles and utilize technical language. However, this practice can disconnect us from students and professionals in other scientific fields. We will challenge teachers to begin with the “so what?” and provide the details and background information once students are engaged.

Teachers will leave with a set of improvisation activities that foster more effective communication and can

write several units for the DMPC curriculum focusing on Standards for

Collegiate Collaborative (DMPC), which developed an open-source curriculum funded by the California Department of Education. In the first session, teachers will play mathematics-based games, derive their own winning strategies, and examine what causes their strategies to succeed. In subsequent sessions, teachers

The Allure of an Ancient Art: Spherical Symmetry and Duality of Temari Balls Facilitator: MƒA Master Teacher Dorota Caetano TUESDAYS, MAY 17, MAY 24, MAY 31 MƒA

will discuss pedagogical moves to create a classroom

 MATHEMATICS

culture in which students feel empowered to own

Temari balls, colorful ancient Japanese thread balls, are

their mathematical thinking and engage in whole-

beautiful demonstrations of spherical geometry. Their

class conversations about mathematical concepts.

designs come from underlying polyhedra projected on

Additionally, teachers will examine student work to

the surface of a sphere, resulting in marking a specific

further their understanding of the DMPC curriculum

platonic solid and its dual. Each pattern is created by

and discuss how it can be used to advance standards

the interaction of colorful embroidery threads and the

for mathematical practice. Teachers will leave with

negative space image. In this interactive mini-course,

classroom-ready materials and feel inspired to nurture

teachers will explore the most common symmetries

brilliance in their students. The course is best suited

of a sphere and the duality of polyhedra while crafting

for secondary mathematics teachers searching for

their own temari ball. Teachers will begin by applying

interesting mathematical objects and situations to

basic embroidery techniques to create a temari design

share with their students.

on a small net-ready ball. In the process, they will

Anne Marie Almaraz is a mathematics teacher leader in the Sweetwater

examine the benefits of the craft in teaching non-

Union High School District (SUHSD) in Chula Vista, CA. She started

Euclidean geometry. Finally, they will learn how to

teaching high school mathematics in 2005 at Otay Ranch High

project a polyhedron and its dual onto a blank ball. This

School. She is a resource teacher for SUHSD’s DMPC courses and has

course is intended for those interested in exploring

be easily repurposed for classroom use with their

taught DMPC for the past four years. Ms. Almaraz is passionate about

students. This course is intended for all middle and

connecting her teaching to the lived experiences of her students,

the connection between fiber arts and mathematics.

showing them that mathematics is both beautiful and useful.

No prior knowledge or crafting skills are needed but

Melody Morris is a mathematics teacher leader in the Sweetwater Union

familiarity with sewing needles will come in handy.

high school teachers.

Andy Nissinboim is an MƒA Master Teacher and science teacher at High School for Innovation in Advertising and Media in Brooklyn.

High School District (SUHSD) in Chula Vista, CA. She started teaching high school mathematics in 2004 at Mar Vista High School. She is a

Dr. Jesse John is an MƒA Early Career Teacher and science teacher at

resource teacher for SUHSD’s DMPC courses and has taught DMPC for

High School for Innovation in Advertising and Media in Brooklyn.

the past four years. Ms. Morris is passionate about teacher professional

Dorota Caetano is an MƒA Master Teacher and mathematics teacher at Vanguard High School in Manhattan.

development as it relates to equitable access and rigorous mathematics education for all.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Mini-Courses

and talk about the results. Our work together will

in supporting and training pre-college students (and their teachers)

prepare participants to better construct their own tasks

in their scientific writing and research. Sarah is formally trained as a

or adapt existing materials. This course is designed for

Applying Variation Theory for Designing Formative Assessment Lessons Facilitator: MƒA Chief Academic Officer Eileen Murray, Ph.D. THURSDAYS, MAY 12, MAY 26, JUN 2 MƒA  MATHEMATICS

understanding of an important topic? The focus of this mini-course will be on using a way of thinking

or are interested in using, formative assessment task.

Dr. Eileen Murray is the chief academic officer at Math for America. She is a former high school mathematics teacher and university professor.

Dr. Murray has also worked in districts across Georgia, Massachusetts, and New Jersey as an educational consultant. One of her passions is to better understand how high school mathematics teachers can leverage their advanced content knowledge to drive pedagogical decisions.

Biotechnology With a Flair: From Gene to Jellyfish Protein Facilitators: Kelsie Anson, Ph.D., and Allison Mayle, Ph.D. TUESDAYS, MAR 29, APR 12, APR 26 OFFSITE  SCIENCE

Beyond Experiments: Using Primary Literature in Scientific Inquiry Facilitator: Sarah Fankhauser, Ph.D.

called “variation theory” that helps to understand how

THURSDAYS, MAR 17, MAR 31

effective formative assessment tasks are designed and

MƒA & ONLINE

implemented. Together we will analyze free high-

 SCIENCE

quality tasks using variation theory as a lens. Teachers

+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSION 1 WILL TAKE PLACE VIRTUALLY. SESSION 2 WILL TAKE PLACE IN-PERSON AT MƒA. TEACHERS WILL BE EXPECTED TO COMPLETE ONE HOUR OF ASYNCHRONOUS WORK BETWEEN SESSIONS.

will have opportunities to try tasks with their students

from Harvard University.

mathematics teachers of grades 6-12 who have used,

Have you ever found it difficult to create a great math task to help you formatively assess your students’

microbiologist, earning her Ph.D. in microbiology and immunobiology

How can we bring the research experience into our classrooms when the tools of experimentation might be limited or inaccessible? Primary literature provides exposure to scientific inquiry without ever stepping foot in a laboratory and can be a valuable and accessible tool for all students. In this mini-course, we will explore primary literature and ways to bring it into your classroom using free and accessible examples from the Journal of Emerging Investigators (JEI), a science journal dedicated to publishing research conducted by middle and high school students. In our first session, we will explore some of this student work to discuss the purpose, value, and common structure of primary articles and how to adapt and incorporate them into the classroom. In our second session, we will

+ 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.

Have you ever wanted to show your students that genes code for proteins? Join us in this course as we create a new plasmid vector with restriction digest and ligation. We will transform harmless E.coli bacteria with this new plasmid to express a fluorescent protein gene, originally found in the Pacific jellyfish Aequorea victoria. If successful, the bacteria will produce the fluorescent jellyfish protein and glow! Finally, we will extract and purify these glowing fluorescent proteins from the bacteria. These techniques, fundamental to basic biology and research, are also necessary for the production of human proteins such as insulin and human growth hormone. We will conclude with a discussion on how to adapt this lab to middle or high school biology curricula and biotechnologybased courses. The experiments can be taken back to classrooms using the DNA Learning Center’s footlocker kit on Bacterial Transformation and Protein Isolation.

Teachers who complete the course are eligible to borrow and rent the kits for future classroom use.

Dr. Kelsie Anson is an Educator at the DNALC NYC, an operating unit of Cold Spring Harbor Laboratory’s DNA Learning Center. Kelsie is formally

collaborate to refine and share lessons and activities

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

for our unique classroom settings. This course will

University of Colorado Boulder.

explore aspects of the scientific process that will be

Dr. Allison Mayle is the Assistant Director of the DNA Learning Center

most applicable to high school life and environmental

(DNALC) NYC, an operating unit of Cold Spring Harbor Laboratory’s DNA

science teachers.

Learning Center. Allison is formally trained as a molecular geneticist,

Dr. Sarah Fankhauser is a biologist at Oxford College of Emory University

College of Medicine, then conducting postdoctoral studies on leukemia

where she focuses on teaching and research with first and second-year

at Memorial Sloan Kettering Cancer Center.

earning her Ph.D. in Molecular and Human Genetics from Baylor

college students. She has been internationally recognized for her work

26

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Mini-Courses Building Dynamic Explorations With GeoGebra Facilitators: MƒA Master Teachers Kevin Ehly and Benjamin Siegel WEDNESDAYS, MAR 9, MAR 23, APR 6 ONLINE  MATHEMATICS

How might we use technology to promote discovery and inspire curiosity in our classrooms? In this course, teachers will dive into GeoGebra’s free webbased software to create dynamic explorations that allow students to build, manipulate, and analyze geometric diagrams. Teachers will learn how to create digital assignments to help students uncover new relationships, make conjectures, and test those conjectures in real-time. In the first session, we will customize pre-built activities to suit the needs of our students and discuss best practices for creating explorations and writing effective questions that guide and assess student thinking. In subsequent sessions, we will explore how to create applets in GeoGebra, allowing for a greater level of control and customization. Teachers will also learn how to integrate these activities with Google Classroom as

Building Resilience, Connection, and Community to Prevent Burnout Facilitator: Jessica Gifford MONDAYS, MAR 14, MAR 21, MAR 28, APR 4

WEDNESDAYS, MAR 9, MAR 23, APR 6

ONLINE

ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.

like animal behavior can be quantified and analyzed with graphs and statistics? Together, we will embark

one cause. The additional strain of teaching during

on an adventure from behavior to numbers with

the pandemic has only increased these high levels of

primatologist Dr. Zarin Machanda and the Kibale

burnout. Research shows that employees who feel

Chimpanzee Project in Uganda. We will start with

connected and engaged are 87% less likely to leave

Dr. Machanda presenting some of her research on

their jobs. This mini-course will help teachers reduce

our amazing primate relatives, sharing the tools and

burnout, connect with what matters most, increase

methodology used for quantification and discussing

engagement in their work, and find connection with

ways to bring scientists into the classroom. Then, we

one another. In this highly interactive and experiential

will collect our own animal observations using video

course, we will discuss the factors that contribute to

footage of the Kibale chimpanzees and learn how to

burnout, explore a variety of evidence-based activities

score their behaviors as researchers do in the field. We

to reduce stress, and build resilience and community

will conclude with an exploration of how these data

through guided small group conversations. Teachers

are used to inform our understanding of chimpanzees,

will practice a range of stress reduction strategies and

leaving time to collaboratively develop strategies

engage in conversations to share their challenges and

and materials to bring this type of animal analysis to

successes. This course is ideal for all STEM teachers

our students. All those interested in teaching animal

who want to reduce stress, build resiliency, and feel

behavior using live animals or video footage are

less alone and more connected.

welcome to attend.

function to easily assess student work and provide

College School for Social Work and spent her early career providing

feedback. This course is designed for teachers who

individual and group counseling in a variety of clinical settings. For the

Kevin Ehly is an MƒA Master Teacher and mathematics teacher at Brooklyn Frontiers High School in Brooklyn.

Have you ever wondered how something qualitative

the profession each year, citing stress as the number

Jessica Gifford, LICSW, has a master’s degree in Social Work from Smith

their discovery and understanding of geometry.

 SCIENCE

Prior to the pandemic, roughly 8% of teachers left

well as explore how to use GeoGebra’s live classroom

want to empower students to take an active role in

Chimpanzee Behavior: A Quest for Quantification Facilitators: Zarin Machanda, Ph.D., and MƒA Master Teacher Emily Schmidt, Ph.D.

past fifteen years, Jessica has been focused on developing programs and curricula that build resilience and promote well-being. Jessica is the founder of ProjectConnect, a program that builds positive peer connection and community in schools and colleges. She is also the

Dr. Zarin Machanda is an Assistant Professor of Anthropology and Biology at Tufts University. She is also one of the directors of the Kibale Chimpanzee Project, a long-term study of wild chimpanzees in Kibale National Park, Uganda. Zarin received her Ph.D. from the Department of Human Evolutionary Biology at Harvard University in 2009. Her research revolves around understanding the factors that shape the quality and development of social relationships in primates.

author of The Resiliency Skills Training Workbook: 10-Minute Exercises

Dr. Emily Schmidt is an MƒA Master Teacher and science teacher at the

to Improve Your Health and Happiness.

Bronx High School of Science in the Bronx.

Benjamin Siegel is an MƒA Master Teacher and computer science teacher at University Prep Charter High School in The Bronx.

27

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Mini-Courses

Decimal Expansions in Different Bases Facilitators: MƒA Master Teachers Adam Chawansky and Dee Dee Dyer TUESDAYS, APR 12, APR 26, MAY 10, MAY 24

Creating Project-Based Learning Adventures in Math and Science Facilitator: Kristen Dotti MONDAYS, MAR 28, APR 11, APR 25, MAY 9 ONLINE

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

with other like-minded professionals? Join us as we

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

think, collaborate, discuss, and struggle as co-learners.

(PBL) is a fantastic way to tailor your course requirements to students’ personal goals and help them to see mathematics and science as relevant to their lives. PBL uses a real-world problem to frame learning so students dive deep into a topic and research and learn what is necessary to argue their position or propose a viable solution. A wellplanned PBL unit develops common skills and content incrementally so teachers can ensure all students learn what is required while the open structure encourages opportunities for differentiation and divergence. We will begin by putting our student hats on as we explore a case study of a socio-economic equity problem that opens the door to different avenues of individual research. Subsequent sessions will focus on creating templates, generating ideas, and preparing rubrics for assessment to pave the way for the design of a unit tailored to every teacher’s unique classroom. We will conclude by reflecting on the process and discussing tools for troubleshooting. All mathematics and science teachers are welcome to join in this endeavor.

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

Designed around the Park City Mathematics Institute

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

Deb Barnum is an MƒA Master Teacher and mathematics teacher at M.S. 297 in Manhattan.

Diagram-Centered Mini-Lessons In Multilingual Mathematics Classrooms p Facilitator: Betina Zolkower, Ph.D. THURSDAYS, MAR 17, MAR 31, APR 14

Stuff,” we will explore repeating decimals in different

ONLINE

bases. Each session will center around a problem set

 MATHEMATICS

to spark ideas and lead us to discover unexpected

How can we strengthen mathematical thinking in

connections. A basic familiarity with modular

our multilingual classrooms? This mini-course will

arithmetic will be useful but is not required. This mini-

engage teachers in a collaborative design cycle

course is an extension of work we began in a single

to produce mini-lessons centered on diagram-

session workshop in Winter/Spring 2021, but new

based, “low threshold/high ceiling,” non-routine

teachers are welcome to join the exploration.

problems that interconnect topics in the number,

Adam Chawansky is an MƒA Master Teacher and mathematics teacher at Brooklyn Collaborative Studies in Brooklyn.

Dee Dee Dyer is an MƒA Master Teacher and mathematics teacher at I.S. X303 Leadership & Community Service in The Bronx.

Desmos Activity Builder (For Advanced Users) Facilitators: MƒA Master Teachers Matt Baker and Deb Barnum TUESDAYS, APR 26, MAY 3, MAY 10 MƒA  MATHEMATICS

How might we use Desmos Activity Builder to improve classroom engagement? The goal of this mini-course is to allow teachers to deepen their existing knowledge of Desmos Activity Builder. In each session we will

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

focus on a few specific skills; we will learn how the

passions. Although she travels to different schools each week to help

skill is used, create and troubleshoot our own activities

NC home.

group of experienced Desmos Activity Builder users.

(PCMI) structure of “Important Stuff, Neat Stuff, Tough

a teacher, geneticist, and lifelong learner, she is constantly exploring

them achieve their faculty development goals, she has made Asheville,

on projects and activities, and troubleshoot with a

Are you looking for an opportunity to do mathematics

 SCIENCE

Addressing standards using project-based learning

opportunity to hone their skills, collaborate with peers

using the skill in focus, and then conclude with questions and answers. This course will give teachers already familiar with Desmos Activity Builder an

28

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Mini-Courses

on how we can use our compost bins to explore

State University. In 2015, Jeff began teaching beginner courses in

experimental design to create easy, inquiry-based

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

investigations for our students. This mini-course is algebra, and geometry strands. Teachers will bring these mini-lessons to their classrooms to test and document their efficacy, discuss with one another how it went, and collaboratively revise and iterate on them. Teachers will have opportunities to anticipate guidance questions that provide multiple access points to the open, diagram-based tasks at hand while maximizing opportunities for all of their students to share, exchange, and appropriate mathematical ideas.

Together with its focus on guidance questions, another feature of the course will be the explicit attention to the characteristics and functions of different types of diagrams. All of the above will be geared toward enhancing teachers’ abilities to deploy these two

experience a high school student can have. He believes that coding is

looking for hands-on, inquiry-based investigations

joyful and that all students deserve access to this life-changing form of

and will make connections to Earth Science, Living

fun.

Environment, and Environmental Science.

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

Susan Price is an MƒA Master Teacher and science teacher at N.Y.C. Lab School for Collaborative Studies in Manhattan.

career around increasing educational opportunities in computer science for underrepresented populations in tech. Taylor began her career in education as a high school physics and computer science teacher, and

Museum School in Manhattan.

then as the Director of Strategy and Operations at Upperline Code. At Upperline Code, she built, managed, and trained teachers for computer

Dismantling the Computer Science Hierarchy p Facilitators: Jeff Olson and Taylor Want

science education programs in partnership with organizations like Google, JPMorgan Chase, the New York City Department of Education, and Cornell Tech. She is now CodePath’s Head of Programs, where she

TUESDAYS, MAR 15, MAR 29, APR 12

brings a deep commitment to increasing equity in computer science to

ONLINE

her role.

 COMPUTER SCIENCE AND TECHNOLOGY

toward strengthening the mathematical thinking of all

teachers alike quickly notice who has the most

students, particularly in multilingual settings.

experience. This easy-to-spot hierarchy is fertile ground for imposter syndrome, and letting it persist unchecked can contribute to significant inequities in the technology sector. Even if a teacher tries to

Digging Deep Into Environmental Science With Compost Facilitators: MƒA Master Teachers Susan Price and Scott Wassmuth

in Curriculum and Teaching from Boston University and has built her

Scott Wassmuth is an MƒA Master Teacher and science teacher at N.Y.C.

In a computer science classroom, students and

in the Secondary Education Department at Brooklyn College.

has come to believe that learning to code is the most empowering

ideal for any teacher interested in sustainability or

mediational means — diagrams and questions —

Dr. Betina Zolkower is an Associate Professor of Mathematics Education

school students in Los Angeles, California and New York City and

minimize or hide the discrepancies between their most advanced and most novice students, they pretty quickly figure out who’s at the top of the class. Over

Engineering Tomorrow: No Cost Labs Developed and Delivered by Engineers Facilitators: Kristine Budill, Milton Davis, and Richa Singhal TUESDAYS, MAR 8, MAR 15, MAR 22, MAR 29 MƒA & ONLINE  SCIENCE + 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.

time, we’ve learned that the best way to challenge this

Are you looking for an opportunity to bring free

THURSDAYS, APR 14, APR 28, MAY 12

hierarchy isn’t to try to hide it, but instead to turn it on

hands-on engineering experiences to students in your

MƒA

its side by employing concrete strategies that value

mathematics and science classes? In this mini-course,

 SCIENCE

growth, collaboration, and divergent thinking over

teachers will explore both virtual and hands-on lab

If food waste were a country, it would be the third

prior knowledge. In this mini-course, we’ll discuss why

resources developed by Engineering Tomorrow (ET).

largest greenhouse gas emitter in the world. Despite

that hierarchy can be so damaging for beginners, why

The first session will focus on a renewable energy

this astonishing fact, we can make a change for the

it’s so difficult to challenge, and what specific teaching

theme as teachers dive into ET’s Solar Power, Wind

better! In this mini-course, we will begin by discussing

strategies have helped us make the most progress.

Power, Electric Vehicles, and Power Grid labs. Session

the issues surrounding the industrialized food system,

We’ll share what we’ve learned and the resources we’ve

two will explore labs related to computer engineering

such as perturbations in nitrogen and phosphorus

created, and then open the floor for you all to do the

as teachers learn about ET’s Machine Learning,

cycling, eutrophication of waterways, and the loss of

same.

Robotics, and Cybersecurity labs. In the third session,

the soil commons. In our second session, we will learn

Jeff Olson is the Director of Curriculum and Instruction at Upperline

we will delve into labs related to physics as teachers

about composting, with a focus on vermicomposting.

Code. Jeff has an undergraduate degree in neuroscience and American

experience ET’s Bridges, Aerodynamics, and Noise/

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

Sound Pollution labs. In the last medical-themed

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

session, teachers will engage in ET’s Phototherapy,

This deep dive includes making our own compost bins from scratch. In the final session, we will collaborate

29

America, and earned his M.Ed. in secondary education from Arizona

Bioinformatics, and 3D Printing for Medical MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Mini-Courses

any web browser. Virtual reality is an exciting medium

George Washington University in leadership and administration, and

to bring content to life at all grade levels. Teachers start

certifications in social-emotional learning, trauma, mindfulness, and

their exploration by creating static virtual reality worlds Applications labs. ET provides NGSS-aligned teacher guides, interactive student workbooks, and kits with materials for students to complete an engineering activity. For each lab, ET also schedules Zoom sessions so students can dialogue directly with experienced engineers and college engineering students to get feedback on their engineered solutions.

Kristine Budill has seven years of teaching experience in the areas of engineering, computer science, math, and finance; and before that she

using HTML and then progress to using JavaScript to create dynamic and interactive content. This course is ideally designed for teachers with a familiarity of HTML and JavaScript, but the content provided can be scaled to meet individual levels of knowledge and interests.

Renne Castro is an MƒA Master Teacher and computer science teacher

MIT Sloan School of Management, a master’s in Electrical Engineering from MIT, and a bachelor’s in Electrical Engineering from Yale University

Fermented Foods, Microbial Ecosystems, and Human Culture Facilitator: Jeanne Garbarino, Ph.D. THURSDAYS, APR 14, APR 28, MAY 12 MƒA  SCIENCE

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.

While the process of fermentation significantly predates the emergence of our species, humans have been harnessing this microbial technology for

was an electrical engineer. Kristine holds a NYS Teacher Certification from Manhattanville College, a master’s in Management Science from

emotional intelligence.

Executive Functioning Strategies: Increase Academic and Socio-Emotional Success p Facilitator: Savanna Flakes

food production and preservation for thousands of years. In many cases, fermented foods can act as a marker of cultural identity and even draw us back

Milton Davis began his engineering career at Goddard Space Flight

THURSDAYS, MAR 24, MAR 31

to the flavors and smells of grandma’s kitchen. In

Center as a Pathways Student in 2000 working with the Navigation and

ONLINE

this course, we will explore how fermented foods,

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 Masters in Project Management from Johns Hopkins University, and is completing a Master’s in Robotics from Johns Hopkins University.

Richa Singhal has eight years of engineering experience and three years of teaching experience. She has worked in a variety of engineering roles

 INQUIRY, PRACTICE, AND LEADERSHIP

and the microbial ecosystems they are made of, are

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

deeply intertwined with the development of our

Everyone who works in the field of education will teach students who need support with executive functioning challenges. These students may struggle to make plans, keep track of time, work meaningfully in a

at Northrop Grumman, Xylem and WEC Energy Group. Richa has also

group, finish work on time, and seek more information

taught in two Chicago schools as a middle school mathematics teacher.

when they need it. Good executive functioning skills

She earned a B.S. in Mechanical Engineering from Purdue University,

enable positive social relations, academic success,

and a teaching certification from Northwestern University.

and the ability to adapt. This mini-course will equip teachers with proven interventions and strategies to

Escaping Reality With AFrame.io Facilitators: MƒA Master Teachers Renne Castro and Greg Sciame TUESDAYS, FEB 8, FEB 15, MAR 1 ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

help students succeed academically, manage their emotions, and demonstrate perseverance to attain goals and healthy behaviors. Teachers will leave with the skills to identify instructional strategies to support students with working memory, language, and self-

global society. In our first session, we will juxtapose two historical timelines: the evolutionary significance of fermentation as a biochemical pathway and the impact of fermented foods on human civilization. In session two, we will explore how recent advances in genome editing technology have sparked a creative renaissance for industrial fermentation applications and have spilled over into DIY biohacking communities.

Lastly, we will discuss how classic ferments, such as cheese and kombucha, are excellent classroom models to study microbial community dynamics. All sessions will feature a hands-on component and will incorporate examples for how to translate materials into classrooms.

regulation across the academic curriculum.

Dr. Jeanne Garbarino is the Director of RockEDU Science Outreach at

Savanna Flakes is a National Board Certified Teacher and an education

science outreach within the scientific community, open channels for

consultant specializing in differentiation, inclusion, co-teaching,

reality provides an opportunity to envision the world

community members to develop an appreciation for science as a human

Universal Design for Learning, and educational technology. Her

endeavor, and provide equitable access to scientific resources and

you want. In this mini-course, teachers will create

prior instructional leadership roles include manager of professional

opportunities that genuinely reflect the process of science. Jeanne is

immersive interactive virtual reality worlds using the

learning, master educator, technology integration specialist, professor,

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

and inclusion instructional specialist, coaching administrators and

biology from Columbia University, then conducting postdoctoral

teachers on effective inclusive and instructional practices. Savanna

studies on cholesterol transport at Rockefeller.

Have you ever felt the need to escape reality but didn’t know where to go? During these historic times, virtual

AFrame library. Unlike some other libraries that require extensive programming knowledge, AFrame uses HTML

holds an Educational Specialist degree from the University of Virginia

and JavaScript to create 3D worlds accessible through

in curriculum and Instruction, a post-master’s certificate from

30

The Rockefeller University, where she works to promote and support

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Mini-Courses

data to predict these storms and also to protect human interests in space and on Earth. In session two, we will discuss how we can use these authentic data to

Fibonacci Inspired Geometric Art Facilitator: MƒA Master Teacher Arnulfo Farinas

promote inquiry-based learning and help our students analyze scientific information through technology. As

WEDNESDAYS, MAY 18, MAY 25, JUN 1

these resources can be easily incorporated into most

MƒA

middle or high school curricula, all STEM teachers are

 MATHEMATICS

Optical illusions are mesmerizing pieces of art -- often created with geometric transformations. Join us as we explore how to spark student interest in geometry with these phenomenal designs. Teachers will create Fibonacci-inspired optical illusions in their classrooms

welcome.

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

​​​​Gamification in the Mathematics Classroom Facilitator: Márta Barbarics

and discuss how to teach this design process to

TUESDAY, FEB 22 THURSDAY, FEB 24

students. We will first explore 2D illusions, both on

ONLINE

paper and digitally, then construct 3D illusions, with

 MATHEMATICS

a focus on symmetrical and rotational designs and

+ PLEASE NOTE: THIS COURSE TAKES PLACE OVER MID-WINTER BREAK IN THE MORNING.

their combinations. Teachers will also see how these design techniques influence sustainable architecture

What do most people associate with learning

projects. All mathematics teachers of any grade level

mathematics… could it be fun, playful, interesting, and

are welcome.

challenging? Gamification, or the use of game design

Arnulfo Farinas is an MƒA Master Teacher and mathematics teacher at

elements in non-game contexts for achieving different

Manhattan Comprehensive Night and Day High School in Manhattan.

goals, has gained substantial attention in the past decades. Both game design elements and non-game

From Flares to Aurora: Studying the Sun and Other Phenomena Using NASA Resources Facilitator: MƒA Master Teacher Jared Jax, Ed.D.

will focus on the non-game context of education and

classes in Budapest Semesters in Mathematics Education.

present possible applications of game elements, with special attention to teaching mathematics. After a brief historical and theoretical summary of gamification,

 SCIENCE

we will look at the application of both individual game

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

elements and complex gamified processes in practice.

Have you ever wondered what takes place on the

We will examine how they can be used to cater to

surface of the Sun and how these events might impact

individual differences, motivation, engagement, team

our lives on Earth? Abrupt changes in the Sun create

building, and material comprehension. All mathematics

flares and coronal mass ejections, producing powerful

teachers are encouraged to join as we will look at

solar storms that are sent out into space. In this

examples from elementary to high school mathematics

course, we will explore these Sun-Earth connections

classrooms.

using free online resources from NASA focusing on

Márta Barbarics teaches mathematics at Petrik Lajos bilingual high

solar structure, magnetic fields, orbits, light, aurora,

school in Budapest, Hungary, where she investigates the effectiveness

31

instructor of “Gamification and Playfulness in Teaching Mathematics” and “Directed Research: Discovery Learning in Secondary Schools”

MƒA

at how NASA scientists use satellite and observatory

of assessment, such as assessment based on gamification. She is the

contexts have a variety of applications. This course

THURSDAYS, MAR 24, MAR 31

convection, and radiation. In session one, we will look

Loránd University where she conducts research on alternative forms

of implementing the Pósa Method, a form of guided discovery in

Getting Started With Arduinos Facilitators: MƒA Master Teachers Andrew Wallace and Yenmin Young WEDNESDAYS, FEB 16, MAR 2, MAR 9 MƒA & ONLINE  COMPUTER SCIENCE AND TECHNOLOGY + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSION 1 WILL TAKE PLACE VIRTUALLY. SESSIONS 2 AND 3 WILL TAKE PLACE IN-PERSON AT MƒA. ALL MATERIALS WILL BE PROVIDED BY THE FACILITATOR, BUT TEACHERS ARE EXPECTED TO BRING A LAPTOP.

Are you interested in learning to use Arduinos but not sure how to get started? Come learn with us! Arduinos are small, affordable microcontrollers that can be

teaching mathematics, in a public school setting. She is also a Ph.D.

used to enrich a math, science, or engineering class.

student at the Language Pedagogy Doctoral Programme of Eötvös

We’ll explore the world of physical computing using

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Mini-Courses the simple yet powerful and versatile Arduino Uno microcontroller. Over the course of three sessions, we will learn how to program the Arduino to control actuators (like LEDs and speakers), take measurements from simple sensors (such as photoresistors and force-sensitive resistors), and communicate with the user through the computer. Teachers with varying degrees of experience using Arduinos are welcome and previous programming experience is not required, though readings for those with no programming experience will be provided prior to the start of the course.

laser engravers. We’ll also discuss how to use CAD in blended classrooms. No prior knowledge is needed for the workshop; beginner to advanced CAD users are

TUESDAYS, MAR 22, MAR 29, APR 5

encouraged to join us.

MƒA

Joseph Buro is an MƒA Master Teacher and computer science teacher at

 SCIENCE

Staten Island Technical High School in Staten Island.

Where does your drinking water come from? What

Everton Henriques and Jared Jax are MƒA Master Teachers and science

happens to your wastewater after it goes down the

teachers at Staten Island Technical High School in Staten Island.

drain? How can we continue to improve harbor

Sandra Rossi is an MƒA Master Teacher and mathematics teacher at

water quality through stormwater management and

Bayside High School in Queens.

stewardship? In this mini-course, teachers will explore the NYC Water Story and opportunities for sharing

Introduction to Coding With p5.js Facilitators: Michael Zitolo and MƒA Master Teacher Matthew Carlberg MONDAYS, FEB 14, FEB 28, MAR 14, MAR 28 ONLINE

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

 COMPUTER SCIENCE AND TECHNOLOGY

View High School in The Bronx.

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

Yenmin Young is an MƒA Master Teacher and computer science teacher

Introduction to New York City’s Water Story Facilitator: Robin Sanchez

these important water topics with students through STEM and inquiry-based learning experiences. The course will include fun and easily adaptable hands-on activities from DEP’s new Understanding NYC’s Water Story: A Curriculum Guide for the Classroom that focus on watershed protection, water conservation, water quality, green infrastructure, and stewardship. This

p5.js is a powerful JavaScript library that is easy to

is a great introductory course for teachers who have

learn, versatile, and free to use. With it, one can create

not participated in a DEP course before or a refresher

visual art, games, simulations, interactive quizzes,

for those looking to add more content to their water

and much more. In this mini-course, we will learn the

curriculum. This mini-course is recommended for K-8

basics of coding with p5.js as we develop simple but

science teachers.

WEDNESDAYS, MAR 23, MAR 30, APR 6

purposeful programs. First, we’ll explore how to make

Robin Sanchez is the Director of Education for the NYC Department of

MƒA

a piece of visual art using shapes, colors, images, and

Environmental Protection, which provides pre-K to 12th grade students

text. Then, we’ll move onto making animations that

and teachers with a wide range of free programs and resources about

involve motion and interactivity using our mouse and

New York City’s vital water supply, wastewater treatment system,

at East Side Community School in Manhattan.

Introduction to 3D CAD Modeling Facilitators: MƒA Master Teachers Joseph Buro, Everton Henriques, Jared Jax, and Sandra Rossi

 COMPUTER SCIENCE AND TECHNOLOGY

3D modeling and computer-aided design (CAD) are easily accessible to students and teachers at any level.

We will introduce you to CAD in a few flavors and discuss how to incorporate it into your curriculum. We will investigate various opportunities to use 3D printed models for prototyping, demonstrations, student work, and display. Utilizing free CAD modeling software, we’ll learn common 3D modeling techniques to design both creative and technical objects. In addition to project-based learning experiences, we’ll explore realworld CAD applications in biomedical engineering, green architecture, scientific modeling, and more. All

keyboard. Next, we’ll see how we can utilize basic

impacts of climate change, and sound and noise quality. Education opportunities include field trips, virtual tours, hands-on activities, the

HTML to give us more control over the appearance

annual Water Resources Art and Poetry Contest, teacher training, online

of our creations and learn how to incorporate simple

education modules, and more.

document object model (DOM) elements such as buttons, sliders, and text fields as additional options for user interactions. Finally, we’ll engage in a code along where teachers will produce a basic game or simulation. This course is open to all teachers and no prior programming experience is required.

Michael Zitolo is a former MƒA Master Teacher who has taught a variety of high school physics and engineering courses in NYC for thirteen years. He is currently enrolled in the Electrical and Computer

Launching Students Into Authentic Biology Research With Genes in Space Facilitators: Katy Martin, Ph.D., and MƒA Master Teachers Lisa Lowenstein and Jessica Quenzer TUESDAYS, FEB 15, MAR 1 ONLINE  SCIENCE + PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.

sessions will allow teachers a choice of which area

Engineering master’s program at SUNY Albany.

to explore, with three to four groups per class. The

How might we support our students in learning about

Matthew Carlberg is an MƒA Master Teacher and computer science

programs we use are also compatible with 3D printers,

genetics, PCR, and cutting-edge space science? If you

teacher at Bard High School Early College Queens in Queens.

are looking for ways to supplement your genetics unit

computer numerical control (CNC) machines, and 32

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Mini-Courses with hands-on, project-based learning, then join us as we introduce the Genes in Space (GIS) competition, explore a hands-on activity using technology from miniPCR, and discuss how to incorporate the GIS competition into your own classroom. The first session will include an introduction to GIS and will be an opportunity for teachers to use some of the tools required in the GIS competition, including BioBits cell-free protein expression and the p51 fluorescence viewer equipment. The second session will focus on how teachers can support students in independent research related to the GIS competition and will include opportunities for brainstorming and sharing research strategies and methods for providing student feedback. This course is ideal for teachers in grades 7-12 who want to engage their students through real-

Leveraging Ed Tech for Discussion and Reflection Facilitators: Gina Tesoriero and MƒA Master Teacher Lauren Couto

world research and biotechnology.

tasks that foster “constructive struggle” is only half the

Katy Martin is the program lead for Genes in Space and serves as a

battle. Next, we’ll devote time to developing formative

member of miniPCR bio’s curriculum team.

assessment techniques that include ALL learners. The

Lisa Lowenstein is an MƒA Master Teacher and science teacher at

information gained from these techniques will reveal

TUESDAYS, MAR 15, MAR 22, MAR 29

Academy of Arts and Letters in Brooklyn.

our students’ thinking and provide us with information

ONLINE

Jessica Quenzer is an MƒA Master Teacher and science teacher at

on how best to support their learning and growth.

 COMPUTER SCIENCE AND TECHNOLOGY

Stuyvesant High School in Manhattan.

Finally, we’ll examine the ways students’ discussions

Discussion and reflection are critical components

and explanations inform our understanding of their

for learning, and during remote teaching technology

approach to the task and show us how we can learn

became the primary means through which we

from the students’ process as much as their product.

mediated these two essential activities. How can we

Although the content examples we’ll use will primarily

leverage our newfound comfort and knowledge of

WEDNESDAYS, MAR 23, MAR 30, APR 6

focus on middle and high school mathematics

Ed Tech resources to optimize class discussions? In

ONLINE

standards, all mathematics teachers are welcome.

this course, teachers will review and practice using Ed

Let’s Talk About It: Fostering Discussion in the Mathematics Classroom Facilitator: Jameel Misbahuddin

 MATHEMATICS

Jameel Misbahuddin is the STEM Department Chair at Columbia High

Tech tools and protocols to cultivate opportunities for

How do we plan lessons with mathematics discussions

School in Maplewood, New Jersey. Additionally, he’s been an adjunct

dialogue and reflection. In the first session, teachers

that are robust, innate, and involve all students?

professor for classes covering mathematical pedagogy as well as

Students need to struggle constructively, and by providing this complexity in our classrooms, we ask

Algebraic and Geometric learning and instruction. For over 10 years,

will work in small groups to experience discussion and

Jameel has worked in NJ public education at all levels to promote

reflection protocols supported by technology. Through

student-centered learning and innovative teaching styles.

this process, teachers will identify the many obstacles

students to persevere, analyze, and critically think.

and opportunities that exist in their current classroom

First, we’ll discuss ways to create tasks that have a low

settings while using Ed Tech tools. In the second

barrier and high ceiling, and that provoke meaningful

session, teachers will explore resources that can help

questions and deep thought. However, designing such

overcome these obstacles and leverage opportunities

33

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Mini-Courses to identify a personal design task. In the final session, teachers will share the creative ways in which they have cultivated discussion and reflection with the support of Ed Tech. Throughout the course, teachers will engage in learning environments rich with discussion and reflection, design technology-based methods

experiences. This example-led course, suitable for

Evelyn Israel is an MƒA Master Teacher and mathematics teacher at

teachers of both physics and biology, will cover a

Humanities Preparatory Academy in Manhattan.

number of classroom activities and associated theories

Jamie Munkatchy is an MƒA Master Teacher and science teacher

each week, grounded in a pedagogical framework that

at James Baldwin School: A School for Expeditionary Learning in

promotes deep connections between science and art.

Dr. Mark Rosin is an associate professor of physics at the Pratt Institute of Art and Design, and Director of Guerilla Science, a science and art

teachers of all grade levels.

Gina Tesoriero is an Ed Tech Implementation manager for the Division of Instructional and Information Technology (DIIT) at the NYCDOE. She has a decade of experience as a special education teacher. Previously, Gina was a research assistant supporting design-based research for the Institute for Science and Math at the University of Washington.

While there she worked on the ACESSE project (a research practice partnership with the Council for State Science Supervisors) to codesign resources that support the development of equitable science

festivals around the world. Mark received his Ph.D. in theoretical physics from the University of Cambridge.

Making Mathematics Visible With George Hart’s Designs Facilitators: MƒA Master Teachers Evelyn Israel, Jamie Munkatchy, and Kaitlin Nova TUESDAYS, MAR 22, APR 26, MAY 24 OFFSITE  MATHEMATICS + PLEASE NOTE: ALL THREE SESSIONS WILL TAKE PLACE AT THE JAMES BALDWIN SCHOOL.

learning environments. Currently, Gina strives to work with educators to

George Hart’s mathematical structures ignite wonder

redesign their classroom spaces to create more inclusive, collaborative,

and curiosity. In this mini-course, teachers will have

and relevant learning experiences.

Lauren Couto is an MƒA Master Teacher and science teacher at Jonas Bronck Academy in the Bronx.

Light and Art: Full STEAM Ahead Facilitator: Mark Rosin, Ph.D. MONDAYS, MAR 7, MAR 14, MAR 28 MƒA  SCIENCE

Kaitlin Nova is an MƒA Master Teacher and mathematics teacher at Forsyth Satellite Academy in Manhattan.

education organization that takes interactive science events to music

to cultivate dialogue, and hear the innovative ideas of their colleagues. This course is designed for STEM

Manhattan.

the opportunity to study his work, build some of his structures, and examine the math within the structures (i.e. transformations, symmetries, and dilations). In addition, teachers will have a chance to see how a makerspace (and a laser cutter) can be used to support STEAM education. In the first session, teachers will build a soccer ball-sized George Hart sculpture from a deck of cards. We will demonstrate how the card activity can be prepared with just a few tools (no laser

Mathematics for Human Flourishing: Building Virtues, Not Just Skills p Facilitator: Francis Su, Ph.D. MONDAYS, MAR 28, APR 4, APR 11 ONLINE  MATHEMATICS

Mathematics is often thought of as a set of skills to master. While important, what often gets lost in the drive to master skills are the parts of mathematics that make it enjoyable and appeal to the deepest human longings we have. Moreover, when an employer hires a mathematics major, it’s usually not because they want someone who can compute speedily or factor a polynomial expression. They are seeking people with certain virtues such as curiosity, persistence, imagination, ability to change perspectives, and a competence to solve problems they’ve never seen before. In this course, we’ll talk about practical ways to reorient your courses to tap into the deep human desires of beauty, truth, exploration, and play.

We’ll discuss ways to encourage the development of mathematical virtues and how to assess them.

Broadening the purposes of mathematics in this way—

Recent initiatives like STE(A)M have popularized

cutter needed). In the second session, teachers will

the dynamic interplay between science and art.

learn how to set up a design for a laser cutter, watch

Research shows that when done well, it can build

the cutter do its magic, and build another George

transdisciplinary skills, encourage student-centered

Hart sculpture. In our last session, we will continue to

immersive learning, and broaden participation. In this

explore spatial reasoning as we build a third sculpture

hands-on mini-course, we will look at how the physics

and discuss logistics on getting a laser cutter and

and biology of light and art shape contemporary

creating a makerspace. Teachers will be able to request

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

culture. We will see how pointillism, the resurrection

a class set of materials so they can take George Hart’s

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

of Tupac at the Coachella music festival, and many

explorations into their own classrooms. This course is

cinematic special effects all rely on basic optical

open to STEM teachers of any grade level interested in

phenomena that can be simply and inexpensively

exploring spatial reasoning.

towards human flourishing—allows more equitable opportunities to excite a larger number of students.

Dr. Francis Su is the Benediktsson-Karwa Professor of Mathematics at Harvey Mudd College and a former president of the Mathematical Association of America. In 2013, he received the Haimo Award, a nationwide teaching prize for college mathematics faculty, and in 2018

Mathematics for Human Flourishing, winner of the 2021 Euler Book Prize, is an inclusive vision of what mathematics is, who it’s for, and why anyone should learn it.

recreated and explored in interactive classroom 34

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Mini-Courses

Jerusalem, Israel. He completed post-doctoral training at Princeton

Robin Bulleri has taught biology and AP Biology for more than 20

University and New York University.

years and currently teaches at Carrboro High School near Chapel Hill,

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

Mind Control: Using Neuroscience and Engineering to Boost Computational Thinking Facilitators: Ido Davidescu, Ph.D., and MƒA Master Teacher Brittany Klimowicz TUESDAYS, MAR 8, MAR 22, APR 5 MƒA & ONLINE  SCIENCE + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSION 1 WILL TAKE PLACE VIRTUALLY. SESSIONS 2 AND 3 WILL TAKE PLACE IN-PERSON AT MƒA.

Have you ever wanted to control an object with the power of your mind? This may sound like science fiction, but human-machine interfaces are becoming a reality in neuroscience and engineering labs and have the potential to transform our society. Humanmachine interfaces can also serve as anchoring phenomena to engage students in computational thinking (CT) and integrate science and engineering practices. In this mini-course, teachers will learn what CT is, explore a variety of CT practices, and consider how these practices might align to their classrooms.

Teachers will also be invited to contribute to the design of a new curriculum, in which students develop CT skills by measuring their own muscle activity and designing human-machine interfaces (e.g., a mechanical claw that opens and closes in response to muscle contraction). We will begin by discussing what CT is and reviewing existing curricular approaches.

North Carolina. She enjoys working with students as they discover the structures and processes that contribute to life on Earth and supporting them as they grapple with difficult concepts to create a community of learners.

Models in Ecology: Using HHMI BioInteractive Resources To Teach Trophic Cascades Facilitators: Sydney Bergman, Ann Brokaw, and Robin Bulleri TUESDAYS, MAR 1, MAR 8

Moving Beyond Inclusion: The Case for Belonging within STEM Classrooms p Facilitator: Kara Imm, Ph.D. TUESDAYS, MAR 1, MAR 8, MAR 15

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

How can we use scientific models to help us describe and predict interactions in ecosystems? Join us as we investigate free, classroom-ready HHMI BioInteractive resources that will help your students understand topics in ecology including population dynamics and ecosystem interactions. Using best practices in online instruction, we will explore strategies to construct and revise ecological models to make student thinking visible. In addition, we will demonstrate how the NGSS science practices and cross-cutting concepts can be implemented to enhance student understanding of fundamental ecological concepts. This course is for teachers of all levels of high school biology and environmental science. Middle school teachers who teach life science are also welcome to attend.

Sydney Bergman is a program officer with HHMI BioInteractive. Her work focuses on outreach and professional learning for high school educators in the United States and Canada. She partners with large

MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

Belonging — one of the most important human needs — can be described as the perceived “fit” between a person and their social context. Others argue that belonging is, in fact, the opposite of “fitting in,” if it requires us to minimize, edit, or change some salient parts of our identities. A variety of important questions emerge in our pursuit of belonging: Who am I here? Who can I become? Am I seen? Am I valued?

Are people like me compatible with this place? In this course, we will consider classrooms as one social context where students and teachers, perhaps now more than ever, want to experience a deep connection that affirms our identities and is related to ideas of freedom and love. We will ground our work in several different theories about belonging, study portraits of children who have not felt a sense of belonging within school, design some events, actions, and materials to cast a wider net of who belongs within our

In the second session, we will explore activities to

school systems and other educational providers to deliver tailored

STEM classrooms, and consider how to advocate for

promote CT in science classrooms (e.g., analyzing

professional development in a variety of settings. Prior to joining HHMI,

belonging within systems that historically do not value

she was a biology teacher in Washington, D.C.

it.

muscle activity data). Between sessions two and three, teachers will be invited to pilot some of these activities with their students. We will conclude by sharing these experiences and brainstorming opportunities for

Ann Brokaw has more than 25 years of experience in the biology classroom teaching at Rocky River High School, a suburban, public high school outside Cleveland, Ohio, where she teaches Advanced Placement Biology, College Credit Plus Biology, and sophomore-level

further development and integration. All middle and

biology. She is passionate about biology and science education, and

high school science teachers are welcome.

continually seeks ways to improve her classroom practice and content knowledge. In addition to being a classroom teacher, Ann is also an

Dr. Ido Davidesco is an Assistant Professor of Learning Sciences at the University of Connecticut, where he studies how science learning can be enhanced using portable and wearable technologies. Dr. Davidesco holds a Ph.D. in cognitive neuroscience from the Hebrew University of

35

HHMI BioInteractive Ambassador and enjoys facilitating professional development workshops for teachers on behalf of HHMI.

Dr. Kara Imm is a K-12 mathematics educator based in New York City. In her more than 20-year career, she has been a middle and high school math teacher, staff developer, leadership coach, and teacher education faculty. At MƒA, Kara has been invited to design and lead over 20 courses on topics including design thinking, mathematical routines, models and modeling, developing a coaching practice, and early algebra. Kara has written several articles and books with and for teachers on the teaching and learning of mathematics. A proud graduate of Minneapolis Public Schools, Kara earned degrees from Stanford University and Bank Street College of Education. Her recent Ph.D. in Urban Education from

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Mini-Courses The Graduate Center, The City University of New York investigated the impact of mathematical modeling for high school girls of color who had experienced the gatekeeping effects of algebra.

New York Botanical Garden Tour: A History Through Glaciers Facilitators: MƒA Master Teacher Ramona FittapaldiDeoraj and MƒA Emeritus Teacher Andrew Mittiga

allow teachers to experience first-hand its sheer power

+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE. EACH SESSION WILL TAKE PLACE FROM 4:00 - 6:00 P.M. AT THE NYBG.

People from all over the world visit the New York Botanical Garden (NYBG) for its rare plants and

ONLINE

unaware of its secret geologic history. Join us in this

are as diverse as the faces, cultures, and languages you see and hear in your classroom? What are the strategies you use to support your English Language Learners (ELLs), Students with Interrupted Formal Education (SIFE), and undiagnosed SpED ELLs to successfully grasp science content and literacy? In session one, we will discuss our shared challenges in teaching these populations and explore a variety of bilingual teaching models. In session two, we will consider how to properly assess students’ English (and Spanish) proficiencies, sharing a set of tools that can be used in the classroom, including Regents-based metacognitive self-assessments and Regents-based scaffolds for questions and vocabulary. In session three, we will explore literacy templates for debate and argumentative essays, among others. By the end of this course, teachers will have a clearer understanding of how to properly assess their students and promote learning and growth in both literacy and science content. While the examples and resources will focus on Living Environment, all science teachers with ELLs and SIFEs are welcome to join.

Carolina Gallego and Stephany Rosal are MƒA Master Teachers and science teachers at Manhattan Bridges High School in Manhattan.

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This mini-course will highlight various applications and epiphanies of the golden ratio in a way that will

phenomenal seasonal displays, however, most remain

Ever wonder if your teaching resources and scaffolds

uncanny way of popping up where it is least expected.

OFFSITE

WEDNESDAYS, MAR 30, APR 6, APR 13  SCIENCE

“divine proportion” stems from the fact that it has an

WEDNESDAYS, MAY 11, MAY 18  SCIENCE

Multilingual Learner Success in Science Content and Literacy p Facilitators: MƒA Master Teachers Carolina Gallego and Stephany Rosal

Greek letter phi, ø. Humankind’s fascination with this

two session mini-course as we explore the grounds of the NYBG to uncover this geologic history and look for rock outcrops shaped both by the Bronx River and the last period of glaciation. We’ll find evidence of glacial erratics, striations, and even a glacial pothole. In session one, we will walk along the current path of the Bronx River, identifying a variety of rock formations,

and beauty. Over three sessions, we will discover how phi manifests itself in geometry, algebra, and nature.

Teachers will derive the golden ratio, collaboratively solve and discuss applicable problems, incorporate this work into their classrooms, and refine and reflect upon their ideas. Whether you are a mathematics teacher or enthusiast, this course is for anyone interested in a more in-depth exploration of The Phabulous Phi with the ultimate goal being… to have some phun!

Matthew Mitchell is an MƒA Master Teacher and mathematics teacher at KIPP NYC College Prep High School in The Bronx.

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

and looking for signs of weathering and erosion.

During our second session, we will use topographic maps to identify areas of glacial erosion and align topography instruction to the physical features in the Bronx, bringing real-life and local examples to

Race and Evolutionary Biology: The Legacy of Misuse and Misinterpretation p Facilitators: Kaia Tombak, Ph.D., and MƒA Early Career Teacher Caitlin Samuel

our students. This course is most applicable to Earth

THURSDAYS, FEB 17, MAR 3

Science teachers but all MƒA teachers are welcome.

MƒA & ONLINE

Ramona Fittipaldi-Deoraj is an MƒA Master Teacher and mathematics

 SCIENCE

teacher at Young Women’s Leadership School in Manhattan.

+ PLEASE NOTE: THIS IS A TWO SESSION, HYBRID MINI-COURSE. SESSION 1 WILL BE VIRTUAL AND SESSION 2 WILL BE IN-PERSON AT MƒA.

Andrew Mittiga is an MƒA Teacher Emeritus and science teacher at Young Women’s Leadership School in Manhattan.

The Phabulous Phi Facilitators: MƒA Master Teachers Matthew Mitchell and Christos Tsakalakos MONDAYS, MAY 9, MAY 23, JUN 6 ONLINE  MATHEMATICS

Long before Darwin, evolutionary ideas were brewing and built upon by both Western and nonWestern thinkers. When Darwin published On the Origin of Species, social change in the West was slowly allowing evolutionary ideas to become more acceptable to the public, but generally only in an altered form that justified the social order as a natural one. Unfortunately, evolutionary biology is still often

What do a rose’s petal arrangements, the columns of

misused and misinterpreted today - even by some

ancient Greece’s Parthenon, and the spiral shells of

scientists - so that it fits racist biases. While racism is

mollusks all have in common? Remarkably, these are

sufficiently unjustified on moral grounds, it is helpful

all examples of the golden ratio, symbolized by the

to understand the pressure points of the logic of a MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Mini-Courses

models are just as likely to emerge from Rwanda as

better manage their challenges and be more present in

from Israel or the US as different countries all battle

class. Restorative circles are a useful practice to do just

COVID-19. In this mini-course, we will explore pooled

that. While frequently used to replace punitive forms of

testing from multiple angles beginning with simulating

discipline, restorative circles are equally important in

scenarios to look at whether or not cost-savings

proactively building the relationships and skills students

emerge. Then, we’ll look at models accessible to 8th

need to support one another and collectively address

and 9th graders to answer questions on pooled testing

the challenges they face. This year in particular,

with precision. Finally, we’ll compare our choices and

restorative circles can also provide trauma-informed

make decisions to create a productive pooled testing

and culturally responsive spaces for adults and young

plan. At the end, we will share relevant materials

people to promote the kind of healing connections

developed in collaboration with the Consortium for

so needed in our schools. In this course, educators

Mathematics and Its Applications (COMAP). These will

will learn about restorative circles as healing spaces

include lesson plans and PBL activities with videos

first and foremost. They will also learn how circles can

to help students capture, understand, and model

help build, maintain, and repair the kind of school-

pooled testing in a community. While the mathematics

based communities needed for teaching and learning

involved include probability and statistics, Algebra I,

academic content.

and more complex functions which might connect to

Marieke van Woerkom has worked with students, educators, and

a pre-calculus course, all mathematics teachers are

administrators for over 20 years. With a background in social

Simons Society of Fellows. She holds a MSc from McGill University and

welcome.

psychology, she has worked in schools across the city to help

a Ph.D. in Ecology and Evolutionary Biology from Princeton University.

Dr. Usha Kotelawala is the director at Developing a Mathematical

Her main line of research investigates the evolution of social behavior,

Toolkit. She served as the Director of Mathematics Education at CUNY’s

including how egalitarianism or hierarchies emerge in primates and

K-16 Initiatives where she authored the New York State Transition

what social and ecological factors determine group size in zebras. Her

Course for Mathematics and developed the LINCT professional

postdoctoral research investigates how nutritional ecology and food

development program with a critical strand focusing on non-routine

competition may have shaped the social evolution of great apes. She

problem-solving. She also led week-long course sequences for Algebra

is passionate about incorporating anti-racism and social justice into

for All. As a professor in mathematics education at Fordham University,

teaching and research practices in academia.

she taught courses for elementary and secondary teachers and doctoral

Caitlin Samuel is a MƒA Early Career Teacher and science teacher at

candidates. Her research focused on applied mathematics, proving, and

Hunter College High school in Manhattan.

lesson study for professional growth. Currently, she co-leads a project

biological concept of race. In session one, we will begin by discussing what evolution is (and what it isn’t) and delve into how evolutionary principles were twisted to give rise to the biological concept of race.

In session two, we’ll work in small groups to discuss how these misconceptions and manipulations have fed justifications for racism throughout history (and today) and brainstorm ideas on how to develop anti-racist curricula. The course is best suited for middle and high school life science teachers but is open to anyone interested in how to stop pseudoscientific justifications for racism with an improved understanding of evolutionary biology.

Dr. Kaia Tombak is a postdoctoral researcher in the Department of Anthropology at Hunter College, CUNY and a Junior Fellow at the

strengthen classroom communities and create learning environments

on virus mathematics and provides professional development and coaching for middle and high school teachers.

Relevant Mathematical Modeling: Exploring Pooled Testing to Fight COVID-19 Facilitator: Usha Kotelawala, Ph.D. THURSDAYS, MAR 10, MAR 17 MƒA  MATHEMATICS + PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.

Did you see the school nurse place your nasal swab in the same tube as mine?! Testing large numbers of people for the virus weekly or even every day has become a costly and time-consuming task. Pooled testing has become the solution path for reducing costs in NYC and around the world. New mathematical 37

Restorative Circles to Promote Healing, Community, and Academics p Facilitator: Marieke van Woerkom THURSDAYS, FEB 10, MAR 3, MAR 10, MAR 24 MƒA & ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSION 1 WILL BE VIRTUAL AND THE FOLLOWING SESSIONS WILL BE IN-PERSON AT MƒA.

Our students come to school with many issues on their minds and in their hearts. As educators, we can help them process their thoughts and feelings so they can

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Mini-Courses that are more conducive to teaching and learning for all. Her focus is on how social and emotional learning (SEL) impacts the academic environment and how restorative practices help break the school-toprison pipeline.

Restoring Connections: Triggers, Conflict, and De-escalation p Facilitator: Rachel Lissy, Ph.D. WEDNESDAYS, FEB 16, MAR 2, MAR 9 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

Rich Learning Tasks for Middle School Mathematics Facilitator: MƒA Master Teacher Shon Zelman

and their purpose in 17th and 18th century Japan, including worship, scholarship, and entertainment.

We will bring our prior knowledge and experience to

WEDNESDAYS, APR 13, APR 27, MAY 11

the table as we collaborate to work through a handful

MƒA

of sangaku problems; make connections to algebra,

 MATHEMATICS

geometry, and basic trigonometry; and discuss ways

Are you a middle school mathematics teacher looking

to engage and enrich diverse learners in our middle

for ways to spark student curiosity, engage students

and high school classrooms. By the end of the mini-

in sustained productive struggle, or allow students

course, teachers will be able to connect Japanese

to take greater ownership of their learning? If you

mathematics and culture in a historical context, identify

said, “yes” to any of these questions, then this mini-

the aesthetic of traditional geometry problems, apply

course is for you! Rich learning involves students

basic techniques to solve them, and finally create

coming together for thought-provoking activities

sangaku of their own.

that allow them to connect ideas from across the

Dr. David Clark is a Professor of Mathematics at Randolph-Macon

How might we come to view the challenges, conflicts,

mathematical landscape. These tasks ignite curiosity

College in Ashland, Virginia. In 2017, David organized and hosted an

and inter-personal mistakes that arise in our classroom

by getting students involved in an irresistible challenge,

as opportunities for deepening relationships,

question, or mystery. In this course, we will first do

addressing harm, developing skills, and strengthening

the mathematics together as we explore ways to invite

person and to watch sumo.

our community? In this mini-course, we will identify

students into the rich learning experience. Then, we

Andy Brockmann is an MƒA Master Teacher and mathematics teacher at

adult and youth triggers and explore conflicts that

will examine strategies to help students productively

J.H.S. 088 Peter Rouget in Brooklyn.

occur in our learning environments. Using a tool called

struggle and make sense of problems. Finally, we

“the conflict cycle,” teachers will reflect upon their

will discuss ways of helping students articulate their

role in escalating conflicts and examine how triggers

thoughts, reflect on their process, and take ownership

are shaped by our self-concept, identities, beliefs, and

of their learning. Ideally, this kind of rich learning helps

experiences. Over our three sessions together, we will

students make connections, build new strategies, and

WEDNESDAYS, APR 13, APR 27, MAY 11

identify strategies for self-regulating, de-escalating,

develop as problem-solvers. The specific rich learning

ONLINE

disrupting harmful cycles of conflict and modeling,

tasks from this workshop come from Dan Finkel’s blog

and teaching social and emotional skills. This course is

Math For Love, as well as Maths Pathway.

designed for STEM teachers of any grade level.

Shon Zelman is an MƒA Master Teacher and mathematics teacher at

Dr. Rachel Lissy is the Director of Strategic Initiatives at Ramapo for

Bedford Stuyvesant Collegiate Charter School in Brooklyn.

Children. She has worked in residential care, in the backcountry with Outward Bound, as an out-of-school-time program director for Good Shepherd Services, and as a teacher and intervention specialist in the Oakland public schools. She has a Ph.D. in Social and Cultural Studies from the Graduate School of Education at the University of California at Berkeley, as well as a master’s in Policy, Organization and Leadership Studies from Stanford University’s School of Education.

Lissy’s dissertation focused on how the institutionalization of punitive and criminalizing disciplinary policies in New York City that disproportionately harmed students of color was influenced by resistance to school integration. Along with her first-hand experience supporting and learning from young people, she also brings historical and organizational perspectives to her work with schools, communitybased organizations, and Ramapo’s Rhinebeck campus-based programs.

international conference on Japanese mathematics in Ashland, and is currently editing a volume of work stemming from that meeting. He has taken three groups of students to Japan to experience sangaku in-

Slices and Copies: Re-Imagining Fraction Instruction Facilitator: Dorothy Y. White, Ph.D.

 MATHEMATICS

Have you ever wondered why students have such a hard time learning fractions? Often, the confusion begins when fractions are first introduced. More specifically, when instruction focuses on teaching

Samurai, Kissing Circles, and the Geometry of Shinto Shrines Facilitators: David Clark, Ph.D., and MƒA Master Teacher Andy Brockmann TUESDAYS, MAR 29, APR 5, APR 12 ONLINE  MATHEMATICS

procedures for computing fractions without first emphasizing the concepts of partitioning (slices) and iterating (copies), it is difficult for students to build a strong conceptual understanding of fractions. In this course, we will re-imagine fraction instruction by first exploring the different meanings for fractions, various models for fractions, and the fraction concepts of

Are your modern Western mathematics skills a match

partitioning and iterating. Next, we will build fraction

for the centuries-old mathematics puzzles of the

models using virtual manipulatives to examine how

East? In this mini-course, we will investigate sangaku

the addition and subtraction of fractions lead to

(wooden tablets inscribed with mathematics problems) 38

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Mini-Courses standard algorithms. Finally, we will focus on models and algorithms for multiplication and division of fractions. Throughout the sessions, we will discuss common misconceptions, unpack teaching strategies that can create and reinforce these misconceptions, and strengthen strategies that support students’ productive understandings. This course is best suited for elementary teachers, but all mathematics teachers can learn something new.

Dr. Dorothy Y. White is a professor of mathematics education in the Mary Frances Early College of Education at the University of Georgia.

formulas for each hypothesis test, how to interpret the

brief but substantive action plans with the potential

calculated values using tables, and how to state the

to undo racist policies and practices at their schools.

significance of results as part of a conclusion in a lab

Adopting the frame of abolition to deepen our work

report. This series is tailored to science teachers who

of interruption, we will draw heavily from Love’s (2019)

would like support in providing mathematical context

text, We Want to Do More Than Survive: Abolitionist

and explaining these concepts to their students.

Teaching and the Pursuit of Educational Freedom, and

We will cover statistics skills needed for AP, IB, and

Haymarket Books’ (2020) “Study and Struggle” series on

research-based science courses.

abolition.

Kristen Dotti writes curricula and leads professional development

Pamela M. Jones, M.S.Ed., M.P.A., is an Advisor and Instructor at Bank

training for teachers who enjoy using student-centered techniques. As

Street College. Before joining Bank Street, Pam worked as a learning

a teacher, geneticist, and lifelong learner, she is constantly exploring

specialist for grades K and one, and as a third and fifth grade classroom

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

teacher. Pam earned a Master in Public Administration from Columbia

passions. Although she travels to different schools each week to help

University and her Master of Science in Education from Bank Street

them achieve their faculty development goals, she has made Asheville,

College of Education. Pam is pursuing her doctorate in literacy at New

NC home.

York University.

Teacher, Know Thyself (Part 2): The Road to Abolition for Antiracist Educators p Facilitator: Pamela Jones

Teaching Mathematics as a Language Facilitators: MƒA Master Teachers Larisa Bukalov and Bobson Wong

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 and graduate courses in critical issues and national trends in STEM education. She also provides professional development in mathematics to Pre-K-8 classroom teachers at the local, state, and national levels.

MONDAYS, FEB 7, FEB 14, FEB 28, MAR 7

WEDNESDAYS, FEB 9, FEB 16, MAR 2

ONLINE

ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

 MATHEMATICS

+ PLEASE NOTE: TEACHER, KNOW THYSELF, PART 1 IS A PREREQUISITE FOR REGISTERING FOR THIS FOUR SESSION COURSE. IN ADDITION, TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF WE WANT TO DO MORE THAN SURVIVE

BY BETINA LOVE AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

Many mathematics teachers teach reading and

Dr. Crystal Laura (2019) reminds us that teachers

text into more familiar language, and write coherent

are “either engaged in incarceration prevention or

mathematical prose. Thinking about mathematics as

incarceration expansion. It’s just that real” (p. 136). In

a language allows us to adopt successful techniques

the fall series of Teacher, Know Thyself, we examined

used to support English Language Learners, such as

In part one of this course, we dove into descriptive

the question, “How do we become people who

collaborative learning, using students’ prior knowledge,

statistics, exploring the different ways we report

are good at shaping change?” (L.A. Tapia, 2020) by

and repeating ideas. In this mini-course, we will

error in sample measurements and considering the

excavating the sites of our racial pasts (Sealey-Ruiz,

examine some of the problems that arise when using

strengths and weaknesses of the most commonly used

2018) to see their effects on our teaching in the present

mathematical symbols and discuss strategies for

descriptive statistics in K-12 classrooms. Join us as we

day. This iteration of the mini-course builds upon

fostering mathematical communication and promoting

continue our study of statistics by learning how and

the strong foundation laid in the fall by continuing

mathematical precision. All K-12 mathematics teachers

when to choose each of the most common statistical

this excavation. However, given that racism exists at

are welcome.

methods used to test hypotheses. Using a very small

the nexus of power residing within institutions and

Larisa Bukalov and Bobson Wong are MƒA Master Teachers and

data set, we will do a hand-calculation to see how the

undergirding ideologies (Cuauhtin et al., 2019), we will

mathematics teachers at Bayside High School in Queens.

outcome is impacted by common issues such as a

spend a considerable amount of time working to affect

small sample size, variations in the sample group, and

change at the level of the school as an institution. This

outliers. We will also learn how to write spreadsheet

course is designed to support teachers’ creation of

Statistics for the Hesitant Science Teacher Part II Facilitator: Kristen Dotti WEDNESDAYS, FEB 16, MAR 2, MAR 23, MAR 30 ONLINE  SCIENCE + PLEASE NOTE: AN INTRODUCTION TO STATISTICS FOR THE HESITANT SCIENCE TEACHER, PART 1 IS A PREREQUISITE FOR REGISTERING FOR THIS FOUR SESSION COURSE.

39

writing without realizing it. For example, we show students how to read and interpret mathematical symbols, interpret mathematical text, translate that

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Mini-Courses ​​ True Origins of the Pythagorean Theorem p Facilitator: Christina Eubanks-Turner, Ph.D.

Using Mathematics to Fight Pandemics Facilitator: Po-Shen Loh, Ph.D. TUESDAYS, MAR 22, APR 12, MAY 3

course, Multivariable Calculus: Calculus Beyond the AP Exams, in which we explored the functions of

 MATHEMATICS

Mathematics is often thought to have fewer real-life

ONLINE

applications than science and engineering. However,

Traditional ways of organizing content in the history of mathematics hold a Eurocentric bias that is common in the production, dissemination, and evaluation of scientific knowledge (Powell & Frankenstein, 1997). Much of the focus in a traditional history of mathematics course focuses on Greek beginnings in the introduction of “rigorous” mathematics through proof. This prevailing Eurocentric, male-centered view of mathematics obscures history and denies the communities and cultures who played significant roles in the development of mathematical knowledge (Joseph, 1987). In this course, we will look beyond these Eurocentric views as we explore the origins and uses of the Pythagorean Theorem and present evidence demonstrating knowledge of the Theorem

mathematical insights can sometimes lead to disruptive and transformational advances and might even be critically necessary, particularly when standard methods falter. In this mini-course, we will explore how graph theory and game theory led to the invention of a novel solution to pandemic control. The three sessions of this mini-course will separately focus on game theory, graph theory, and mathematical aspects of technology and algorithms. The course is best suited for middle and high school mathematics teachers who

in mathematics. She has extensive experience working with preservice and in-service teachers from both small districts and large urban districts across the US. She teaches math content courses for

Dr. Po-Shen Loh is a social entrepreneur, working across the spectrum of mathematics, education, and healthcare. He is the founder of the free personalized learning platform expii.com, a social enterprise supported by his series of online math courses that challenge advanced middle

coach of the USA International Mathematical Olympiad team. Upon the outbreak of COVID-19, he turned his mathematical attention to create NOVID, the world’s first app to introduce the fundamentally different network radar paradigm for pandemic control.

WEDNESDAYS, APR 13, APR 27, MAY 11

level math courses for in-service middle and secondary teachers and

MƒA

in collaboration with education faculty and school district leaders.

discussion of Stokes’ and Green’s Theorems. Teachers will work in groups developing concepts, applying the concepts, and problem-solving using technology to aid them in exploration. The course is designed for teachers who are currently teaching Calculus, but may also be beneficial to mathematics and science teachers who are interested in strengthening their calculus knowledge beyond AP Calculus.

What “Street Data” Can Teach Us About Humanizing the Data Collection Process p Facilitator: Kara Imm, Ph.D. TUESDAYS, MAY 17, MAY 24, MAY 31, JUN 7 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE. TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF STREET DATA BY SHANE SAFIR AND JAMILA DUGAN AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

In the book Street Data, authors Shane Safir and

Vector Calculus: A Continuation of the Calculus Beyond the AP Exams Facilitator: MƒA Master Teacher Thomas Blozy, Ed.D.

K-12 pre-service teachers. She has also taught various graduatehas led several professional development workshops for teachers

with derivatives and integrals, and conclude with a

calculus or trigonometry knowledge is required.

Graduate Director of the M.A. in Teaching Mathematics program at mathematics, mathematics education, and broadening participation

properties of vectors, explore applications of vectors

Brooklyn Technical High School in Brooklyn.

a mathematics professor at Carnegie Mellon University and the national

Loyola Marymount University. Her primary research areas include

we will continue our work as we develop the basic

are quite different from standard curricula. No prior

other well-known mathematical theorems and ideas

Dr. Christina Eubanks-Turner is a Professor of Mathematics and

and integration. Starting with parametric equations,

Dr. Thomas Blozy is an MƒA Master Teacher and mathematics teacher at

school students to learn how to invent their own approaches. He is also

discovered by Non-European mathematicians.

multiple variables, along with limits, differentiation,

would like to explore simple but powerful ideas that

that preceded Pythagoras. We will also examine attributed to Europeans but which were actually

This mini-course is a continuation of the spring 2021

MƒA

TUESDAYS, MAR 8, MAR 22, APR 5  MATHEMATICS

and a requirement for many STEM majors in college.

 MATHEMATICS

Jamila Dugan propose a rethinking of educational data. They offer three levels of data: satellite (test scores or graduation rates); map (school-based trends); and street data (the experiences and stories of stakeholders). Our school system, they argue, could be transformed if we broke our fixation on “satellite” data as the ultimate measure of equity and learning,

Her mathematics education research focuses on best practices of

Advanced Placement (AP) Calculus is often the final

supporting the development of mathematical knowledge for teaching.

replacing it with “street data” instead. Using Street

mathematics class for many high school students, but

Data as a shared text, we will explore this critique of

does it actually prepare our students for college level

data collection that fails to center the experiences of

mathematics? Multivariable Calculus, or Calculus III,

those on the margins and bolsters existing systems of

is usually the third course in the calculus sequence

inequity. Together we will collect and analyze some

40

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Mini-Courses

propose new spaces, docks, and routes for bike

that disproportionately harmed students of color was influenced by

sharing, while also considering carbon offset and other

resistance to school integration. Along with her first-hand experience

environmental impacts. This course is best suited for “street data” within our school communities, including but not limited to: asset-based frames of student learning, equity participation trackers, audio feedback and empathy interviews, and student shadowing. This course is designed for teachers of all grade levels and subjects.

high school science teachers looking to integrate local

supporting and learning from young people, she also brings historical and organizational perspectives to her work with schools, communitybased organizations, and Ramapo’s Rhinebeck campus-based programs.

sustainability issues and statistical analysis into their curricula.

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

Mimi Prabhu is an MƒA Emeritus Teacher and Assistant Principal at Stuyvesant High School in Manhattan.

Dr. Kara Imm is a K-12 mathematics educator based in New York City. In her more than 20-year career, she has been a middle and high school math teacher, staff developer, leadership coach, and teacher education faculty. At MƒA, Kara has been invited to design and lead over 20 courses on topics including design thinking, mathematical routines, models and modeling, developing a coaching practice, and early algebra. Kara has written several articles and books with and for teachers on the teaching and learning of mathematics. A proud graduate of Minneapolis

“Young Man, Get Out of Here!”: Historical Perspectives on NYC Discipline Policy p Facilitator: Rachel Lissy, Ph.D. WEDNESDAYS, MAR 23, MAR 30 ONLINE

Public Schools, Kara earned degrees from Stanford University and Bank

 INQUIRY, PRACTICE, AND LEADERSHIP

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

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

The Graduate Center, The City University of New York investigated the impact of mathematical modeling for high school girls of color who had

For as long as there have been schools, there

experienced the gate-keeping effects of algebra.

have been students who adults deem “disruptive,” “disorderly,” and “unruly.” In this mini-course,

Where Can Citi Bike Take You? Facilitators: MƒA Master Teacher Mimi Ong Ante and MƒA Emeritus Teacher Mimi Prabhu

teachers will explore themes and challenges related to classroom discipline from a historical perspective.

Using the story of the origins of the New York City

TUESDAYS, FEB 15, MAR 1, MAR 15

DOE’s suspension policy, teachers will examine the

ONLINE

ideas, policies, and practices informing contemporary

 SCIENCE

The buzz of the city: cars, pedestrians, joggers, construction, outdoor dining, other cyclists - is there anything a NYC bike rider cannot handle? Cyclists must continually collect data as they assess their surroundings and safety, but did you know Citi Bike also collects data? For every ride, over twenty points of data are gathered and anyone can easily download and analyze this information. If you have been looking for new ways to bring data and statistics into your

disciplinary policies that exclude, segregate, and criminalize students - particularly Black students.

Throughout this course teachers will consider the complicated, and often contradictory, roles educators, administrators, and policymakers are asked to play in implementing exclusionary and punitive disciplinary policies.

Dr. Rachel Lissy is the Director of Strategic Initiatives at Ramapo for Children. She has worked in residential care, in the backcountry with Outward Bound, as an out-of-school-time program director for Good Shepherd Services, and as a teacher and intervention specialist in

classroom, then join us as we explore the Citi Bike

the Oakland public schools. She has a Ph.D. in Social and Cultural

database to design project-based opportunities for

Studies from the Graduate School of Education at the University of

your students. By bringing this database into your curriculum, students will utilize both mathematics and science to analyze data to improve their communities,

41

California at Berkeley, as well as a master’s in Policy, Organization and Leadership Studies from Stanford University’s School of Education.

Rachel’s dissertation focused on how the institutionalization of punitive and criminalizing disciplinary policies in New York City

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

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

42

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Single Session Workshops Academic Mindfulness: Supporting Executive Function Skills in Students p Facilitator: Rhys McGovern THURSDAY, MAR 10 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

Algorithms to Combat Gerrymandering Facilitator: Wendy K. Tam Cho, Ph.D.

game, observe ant behavior, and connect these ideas to our understanding of “wild” ants. We’ll close with a

WEDNESDAY, MAY 4

discussion on how these resources and tools can be

MƒA

adapted to teachers’ unique classroom contexts. This

 MATHEMATICS

course is best suited for K-6 science teachers.

Important insights into the impact of governmental

Dr. Disan Davis is the Program Manager for RockEDU Science Outreach

processes can be gained through an interdisciplinary

where she designs and manages programming connecting students

approach that combines research from many fields,

and scientists to experience the wonder of science in its many styles.

She creates educational materials for teachers which draw on her

including mathematics, statistics, computer science,

experiences in the lab and the classroom, many of which can be freely

law, and political science. Though these disciplines

accessed at http://rockedu.rockefeller.edu.

Even when it is clear our students are trying, it doesn’t

are distinct and bring their own strengths and

Lizzie Krisch is the Mentorship and Outreach Specialist at RockEDU

always translate to a strong academic performance.

knowledge base, mathematics forms the glue that

Science Outreach at The Rockefeller University. In this position, Lizzie

Perhaps a student does great in class but never turns in

ties them together. By integrating insights from all of

works with scientists, educators, and students to create relevant

homework or maybe your class is zoning out… again.

these disciplines, we can create a novel approach for

How can you identify and address these problems

analyzing and reforming the process of how electoral

team, Lizzie earned her M.A. from Hunter College in Animal Behavior in

before they happen? Executive function skills are what

districts are drawn and how these lines are tightly

Conservation. During her time at Hunter, Lizzie developed her master’s

allow us to conceptualize, plan, and follow through

coupled with the framework U.S. courts have outlined.

thesis on horse cognition, pursued field opportunities in conservation,

on all the daily tasks we encounter. In this course, we

Dr. Wendy K. Tam Cho is a Professor in the departments of Political

will explore different types of executive function skills,

Science, Statistics, Mathematics, Computer Science, Asian American

identify what it looks like when the demands of a school

Studies, and the College of Law at the University of Illinois at Urbana-

environment exceed a student’s skill set, and discuss

Champaign. She is also a Senior Research Scientist at the National

+ PLEASE NOTE: THIS WORKSHOP BEGINS AT 5 PM.

how any educator can nourish these skills in their

Center for Supercomputing Applications, faculty in the Illinois Informatics Institute, and affiliate of the Cline Center for Advanced

students. Teachers will leave with an understanding

Social Research, the Computational Science and Engineering Program,

of executive function variability along with strategies

and the Program on Law, Behavior, and Social Science at the University

to incorporate executive function skill-building into

of Illinois at Urbana-Champaign. Additionally, she is a Fellow of the John

their classroom in hopes of positively impacting the academic experience for all students.

Rhys McGovern is a hard-of-hearing, bilingual speech-language pathologist and teacher who grew up in New England and currently lives in the Boston area. He holds a Master of Science in Communication

Simon Guggenheim Memorial Foundation and the Society for Political Methodology.

Ants Everywhere: Engaging Young Scientists Facilitators: Disan Davis, Ph.D., and Lizzie Krisch

Sciences and Disorders from Emerson College, Massachusetts State

THURSDAY, MAR 24

SLP and Teaching licensure, and the ASHA Certificate of Clinical

MƒA

Competence. Rhys has been working with children, teens, and young adults for over 15 years, and founded his private practice New Leaf Language in 2018.

43

 SCIENCE

educational content and foster sustained and meaningful connections to science and the practice of mentorship. Prior to joining the RockEDU

and taught in the university’s undergraduate psychology department.

Apportionment: No Representation Without Calculation Facilitator: MƒA Master Teacher Courtney Ferrell THURSDAY, FEB 10 ONLINE  MATHEMATICS

New York State just lost a congressional seat. Do you know why? In this workshop, teachers will learn the history and mathematics of the apportionment of congressional representation in the United States.

Teachers will engage in exercises on the Hamilton method and some of its paradoxes, as well as divisor methods (including Adams, Webster, Jefferson, and Huntington Hill) and their biases. The history and

Ants are a fascinating and relatively new model

political implications of these methods will be discussed

organism that can easily engage young learners in

as we go. In the second half of the workshop, teachers

many facets of science. Join us as we explore science

will explore where and how to access the 2020 census

learning opportunities through the lens of ants,

data, apply their new knowledge to work out the

share some highlights of ant research, and engage in

apportionment calculations, and compare their results

activities designed specifically for young learners. We

to the distribution of current congressional seats by

will discuss the social/community structure of an ant

state. The course is for teachers hoping to use these

colony, categorize and classify ant anatomy with a fun

resources in class and/or teachers interested in learning

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Single Session Workshops more about this topic. Please note, the materials used for this workshop have been covered in previous gerrymandering sessions at MƒA. Courtney Ferrell is an MƒA Master Teacher and mathematics teacher at New Design High School in Manhattan.

Are We Alone? Abiogenesis and Life in the Universe Facilitator: Hakeem Oluseyi, Ph.D. TUESDAY, JUN 7 MƒA  SCIENCE

Are we alone in the universe? How can we know? Join us in this interactive lecture as we explore the origins of life and consider if life might exist beyond our Earth. We will begin by discussing the birth of the universe and the formation of planets, solar systems, and galaxies. Then we will proceed to abiogenesis, the origins of life from non-living matter, and discuss the different types of life and worlds that might exist. Finally, we will explore what life elsewhere in the universe could look like, and how

Biograph: Using Simulations to Test Student Hypotheses in Evolution Facilitators: Thomas Richman and MƒA Master Teacher Meng-Ping Tu, Ph.D.

Thomas Richman is a third-year doctoral student and researcher at the University of Pennsylvania Graduate School of Education studying online teaching and learning. Prior to beginning his doctoral program, Thomas taught middle school math for several years and was the cofounder of dot Learn, a small online learning company based in Nigeria.

we might be able to detect its current or past existence

TUESDAY, MAR 29

He received a master’s degree in Education from the Harvard Graduate

on other solar system bodies and beyond. This course

ONLINE

School of Education in 2017.

is open to all science teachers, however, advanced

 SCIENCE

Dr. Meng-Ping Tu an MƒA Master Teacher and science teacher at

biology, chemistry, and physics teachers may find the

Are you looking for new ways to engage your students

Stuyvesant High School in Manhattan.

content most relevant.

in modeling, argumentation, and collaboration? Are

Dr. Hakeem Oluseyi is an astrophysicist, author, educator, inventor,

you interested in incorporating computer literacy into

voice actor, and science communicator. He is a Clarence J. Robinson

your biology classroom? Join us to explore BioGraph,

Professor of Physics and Astronomy at George Mason University. He

The Birth of Trigonometry: Wrestling the Gods Facilitator: Alex Kontorovich, Ph.D.

an NGSS-aligned curriculum, that will allow you to

WEDNESDAY, MAR 2

College and a master’s degree and doctorate in Physics from Stanford

bring all of these skills to your students. After a brief

MƒA

University. Dr. Oluseyi’s research focuses on “hacking stars’’ to better

introduction to the BioGraph curriculum, we will explore

 MATHEMATICS

understand our universe and develop innovative new technologies,

a computer simulation that allows students to design

We are often taught that heliocentrism, that is, treating

and test hypotheses related to the genetic drift and

the sun as the gravitational center of our neighborhood,

time-domain informatics, big data analytics, and high-performance

natural selection that occurs among a population of fish.

began with Copernicus in the 16th century. But in fact,

computing. He is a regular contributor to news programs and makes

We will investigate strategies to differentiate the lesson

frequent appearances on the Science Channel, Discovery Channel, and

using nothing but the ingenuity of the human mind, the

by grade level and for students with varying levels of

National Geographic. Dr. Oluseyi holds several patents, has received a

naked eye, and some very elementary trigonometry,

computer literacy or English proficiency. All biology and

anyone can compute the sizes of the Earth, Moon, and

general science teachers are welcome.

Sun, and their relative distances from each other, as

received a dual bachelor’s in Physics and Mathematics from Tougaloo

leveraging techniques for interpreting electromagnetic radiation, laboratory plasma physics, computational modeling, machine learning,

variety of awards and accolades, and has published numerous scientific articles. His most recent publication is his memoir, A Quantum Life: My Unlikely Journey from the Street to the Stars.

44

was done by several civilizations, including the ancient MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Single Session Workshops

AnnaMarie Hauser is an MƒA Master Teacher and mathematics teacher at

societal expectations of beauty, and for many of us,

The 30th Avenue School (G&T Citywide) in Queens.

including our students, our hair is intimately connected to our identity and self-worth. Join us in this workshop

Greeks, for whom these celestial objects held great spiritual significance. In this workshop, teachers will have the opportunity to traverse these observations and calculations in complete detail, “rediscovering” them on their own. There are no prerequisites beyond basic fraction arithmetic and a general thirst for exploration.

Dr. Alex Kontorovich is a Professor of Mathematics at Rutgers University.

Can I GRASP Your Attention?: Creating Authentic Student Assessments Facilitators: MƒA Master Teachers Denise Bou and Leton Hall MONDAY, MAR 21 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

as we explore the chemistry of hair. We will discuss what determines hair texture and type, consider how chemical use and styling methods affect hair structure, and examine the social, cultural, and racial stigmas associated with particular hair types and styles. This workshop is best suited for teachers wanting to integrate more culturally responsive lessons into their chemistry

He received a B.A. from Princeton and Ph.D. from Columbia and

Are you tired of assessing your students the same

curriculum.

taught at Brown, SUNY Stony Brook, and Yale before moving to

way and reading the same responses repeatedly? Do

Rutgers. Kontorovich is active in outreach and served as the 2020-

Natasha Dooley is an MƒA Master Teacher and science teacher at Harlem

you want to give your students agency over how they

Village Academy High School in Manhattan.

demonstrate their understanding? If so, join us to learn

Asia Jackson is an MƒA Master Teacher and science teacher at High

how to implement the GRASPS assessment strategy

School for Medical Professions in Brooklyn.

21 Distinguished Visiting Professor for the Public Dissemination of Mathematics at the National Museum of Mathematics (MoMath) in NYC.

Book Club: Build a Thinking Classroom With Us! Facilitators: MƒA Master Teachers Shari Eng and AnnaMarie Hauser WEDNESDAY, JUN 8 ONLINE  MATHEMATICS

in your classroom. GRASPS (Goals, Rules, Audience, Situation, Product/Performance, Standards) is a strategy that pushes students to think critically about STEM concepts and demonstrate their mastery of the content in more creative ways. This strategy invites students to

Co-Teaching With Tech: Using Technology and Pedagogy to Support ELLs p Facilitators: MƒA Master Teachers Amy Lee and Azikiwe Peters

tackle real-world issues by immersing themselves in the

TUESDAY, MAY 24

content, analyzing a goal, and incorporating their insight

ONLINE

The recent buzz in mathematics classrooms across

into how to solve problems analytically and creatively.

 COMPUTER SCIENCE AND TECHNOLOGY

the country is Peter Liljedahl’s book Building Thinking

Teachers will leave this workshop with the tools to

Classrooms (BTC). The book outlines 14 teaching

How can we maximize technology in conjunction with

create their own GRASPS performance task, including

practices for student thinking that create an ideal setting

co-teaching strategies to support English Language

rubrics and exemplars to guide them with their own

for deep mathematics learning to occur. Join us as we

Learners (ELLs) in mathematics classrooms? In this

assessments. This workshop is open to all teachers.

learn how some of the big ideas of BTC impact student

workshop, teachers will first become familiar with

Leton Hall is an MƒA Master Teacher and science teacher at Pelham

learning such as vertical non-permanent surfaces

researched-based practices that support ELLs. Then, in

Gardens Middle School in The Bronx.

(VNPS), oral instructions, and level to the bottom. We

small groups, they will explore a variety of resources,

Denise Bou is an MƒA Master Teacher and science teacher at Murray Hill

will dive into the various teaching practices in building a

apps, and platforms to consider how technology can

Academy in Manhattan.

support these pedagogical practices. While most of

thinking classroom, discuss what a thinking classroom looks like, and share the successes and challenges we have experienced. Teachers will have time to discuss, collaborate, and reflect on ways they can start, develop

the resources shared will be mathematics-based, any

The Chemistry of Hair p Facilitators: MƒA Master Teachers Natasha Dooley and Asia Jackson

and strengthen their thinking classroom. While this

TUESDAY, MAY 17

course is best suited for middle and high school

MƒA

mathematics teachers, all teachers who are enthusiastic about building a thinking classroom are encouraged to join.

Shari Eng is an MƒA Master Teacher and mathematics teacher at Bayside High School in Queens.

45

 SCIENCE

teacher of ELLs or in a mathematics co-teaching setting will benefit from this work.

Amy Lee is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.

Azikiwe Peters is an MƒA Master Teacher and mathematics teacher at Bronx Collaborative High School in The Bronx.

Have you ever wondered what makes your hair curly, straight, blond, or black? Have you spent countless hours and dollars trying to alter your hair? How we wear our hair is greatly influenced by the media and MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Single Session Workshops

school bioethics curriculum. Then, we’ll consider how

Sharon Collins is an MƒA Master Teacher and mathematics teacher at

to incorporate these ideas into our curricula. We’ll

New Heights Academy Charter School in Manhattan.

conclude by sharing our ideas for feedback and further

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

inspiration. While the resources might be most helpful to life science teachers, any science teacher looking for

TUESDAY, FEB 8

ways to include CR-SE initiatives in their curricula are

ONLINE

welcome.

 INQUIRY, PRACTICE, AND LEADERSHIP

Even before the pandemic, it was tough to build relationships. Now with masks, quarantines, and increasing demands on teachers and students, relationship building continues to be a challenge. While this school year has been better for most of us than the wall of blank Zoom screens we experienced last year, it’s still been difficult to connect with everyone in our classrooms. Research shows that students learn

Trisha Bechard is an MƒA Master Teacher and science teacher at Fiorello H. LaGuardia High School of Music & Art and Performing Arts in Manhattan.

Dear Mayor Adams... p Facilitator: MƒA Master Teacher Sharon Collins TUESDAY, FEB 15 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

best when they feel they belong in a community. In

What would you tell our new mayor if you got

this workshop, we will experience some easy ways to

fifteen minutes in Gracie Mansion? As the head of

build classroom community that require only minimal

the Department of Education, the Mayor Adams has

planning and upkeep. By the end of the session, we will

enormous influence and decision-making power

assemble a toolbox of low-lift/high-reward strategies

over NYC schools (as demonstrated early on in the

that we can use throughout the school year.

pandemic). However, teachers have the most valuable

Matt Baker is an MƒA Master Teacher and mathematics teacher at The

insights into the successes and struggles of our

Brooklyn Latin School in Brooklyn.

students and can offer many ideas for a more utopian educational future. It is important for the new mayor to

Culturally Responsive Bioethics for ALL p Facilitator: MƒA Master Teacher Trisha Bechard

listen to all stakeholders -- teachers, students, families, and communities -- when making educational policy

THURSDAY, MAY 12

decisions. In this workshop, we will briefly discuss the

ONLINE

history of mayoral control; debate important questions

 SCIENCE

If our goal is to honor every voice in our classrooms, we must work together to share resources and ideas on how to include and celebrate our students and their diverse backgrounds and identities. In this workshop, we will explore how this can be achieved through the lens of bioethics. The study of bioethics is a fusion between medicine, law, biology, and public policy; it forces us to confront issues that have the potential to either transform humanity for the better or usher in devastating consequences. We’ll begin by examining how issues of identity are presented in a current high 46

(i.e. How can education be transformed to serve all NYC students? How can we best prepare our students for continued unexpected events and unknowns in the 21st century?); and collaborate to write editorials and create videos, performance, or social media pieces.

These creative works will be presented at a future Community Education Council meeting. Teacher advocacy pathways, tips for successful organizing, and ways to have an impact beyond the classroom will also be explored. This workshop is for any teacher interested in shaping education and school-based health and safety policies in New York City over the next four years and beyond.

Earth Science Demo Derby Facilitators: MƒA Master Teachers Samantha Adams and Beth Henry TUESDAY, APR 5 MƒA  SCIENCE + PLEASE NOTE: TEACHERS WILL BE EXPECTED TO SHARE A DEMO OR EXPERIMENT DURING THE WORKSHOP.

Many aspects of the earth sciences are too big, too small, or too slow to be observed directly, which often makes these concepts difficult for students to visualize.

A good demonstration helps students build mental models they can use as an anchor or as a springboard.

In this workshop, teachers will share demonstrations and hands-on activities that model these concepts, as well as create a brief description and “how-to” guide for their colleagues. Potential topics could include relationships between environmental conditions, scale models, demonstrations of motions, or your favorite “wow”-inducing science trick. All teachers will leave with new ideas and resources that will help students to better understand the hows and whys of Earth Science.

Samantha Adams is an MƒA Master Teacher and science teacher at Harvest Collegiate High School in Manhattan.

Beth Henry is an MƒA Master Teacher and science teacher at Academy for Careers in Television and Film in Queens.

Efficient and Custom Feedback With the Desmos Computation Layer Facilitator: MƒA Master Teacher Rachel Griffin THURSDAY, MAR 24 ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

Now that you’ve harnessed the power of the Desmos Activity Builder during remote instruction, how can you bring it to your in-person classroom? Let’s get comfortable with the Computation Layer as a way to give feedback more efficiently. In this workshop, teachers will experience Desmos feedback in action MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Single Session Workshops

Establishing Community in the Classroom p Facilitators: MƒA Master Teacher Stefanie Ismail and MƒA Early Career Teacher Conor Hunt

and will also get to work on editing one of their existing

TUESDAY, MAR 8

Desmos activities to include custom feedback when

MƒA

students submit multiple choice, text, mathematical

 INQUIRY, PRACTICE, AND LEADERSHIP

text, and table responses. This type of custom feedback

How do we establish connections in our classrooms?

is efficient for the teacher, and it increases students’

What have the past two years taught us about the

agency as they can adjust their thinking or their answer.

importance of collective vulnerability and creating safe

This workshop is designed for teachers who are familiar

space for students? In this workshop, we will discuss

with the Desmos Activity Builder and want to take

various techniques for building community in advisories

advantage of the Computation Layer.

and in our classrooms. We will explore different tools

Rachel Griffin is an MƒA Master Teacher and mathematics teacher at

and strategies, including community building ice

Brooklyn Prospect Charter School in Brooklyn.

breakers, instructional moves, and reflection tools. In addition, we will collaborate on shared best practices

Electoral College Remix Facilitator: MƒA Master Teacher Courtney Ferrell

and develop a toolkit of activities and resources to create a sense of belonging for all of our students. This

THURSDAY, FEB 17

workshop is for teachers of all grade levels and subject

ONLINE

matters.

 MATHEMATICS

The Electoral College has been enormously controversial over the years, with many opinions on changing it or eliminating it entirely. Yet, the last time

Conor Hunt is an MƒA Early Career Teacher and science teacher at The Urban Assembly School for Green Careers in Manhattan.

Stefanie Ismail is an MƒA Master Teacher and science teacher at The Heritage School in Manhattan.

social justice lens and consider what measures can be

the United States had a bill on the floor to eliminate the Electoral College was in 1969, and it was halted by a Senate filibuster. In this workshop, we will discuss the history of the Electoral College and engage in exercises demonstrating various alternatives. We will then explore how these alternatives would change outcomes using the 2020 election and census data. We’ll end the

neighborhoods. Finally, we’ll view this data through a

Every Litter Bit Matters: Social and Environmental Implications of NYC Trash p Facilitators: Nadine Trahan and MƒA Master Teacher Stacy Goldstein

taken to reduce the volume of NYC waste and create more environmental equity. This course is best suited for science teachers who want to integrate environmental and social justice into their curricula and mathematics

TUESDAY, MAY 3

teachers looking for real data sets to teach statistical

ONLINE

concepts.

 SCIENCE

Nadine Trahan earned a bachelor’s degree in Geography from Massey

and collaborating on classroom activities around this

New York City produces approximately 3.2 million

University and a master’s in Environmental Science from the University

content. This course is open to anyone who wants

tons of trash a year. However, none of this trash is

to explore these topics for their own learning or for

processed in New York City itself. Instead, it travels as

socio-ecological research and management. With her greatest passion

integrating into their curriculum.

far as Ohio, Pennsylvania, and even South Carolina! In

being capacity building, she currently provides one-on-one training to

this workshop, we will explore local demographics and

students and faculty across environmental fields.

consider the social and environmental justice issues

Stacy Goldstein is an MƒA Master Teacher and science teacher at

associated with the colossal movement of our trash. We

Midwood High School in Brooklyn.

night by discussing the future of the Electoral College

Courtney Ferrell is an MƒA Master Teacher and mathematics teacher at New Design High School in Manhattan.

of Auckland, both in New Zealand. For close to two decades, she’s been working with GIS and remote sensing to support multi-disciplinary,

will begin by using an online system known as ArcGIS to create neighborhood maps of waste generation.

Then, we’ll identify the socioeconomic factors that might lead to refuse and recycling differences in these 47

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Single Session Workshops

telescopes, then discuss telescope design and image processing, and finally analyze several professional telescopes and what they have taught us about the

Excel Training for Data Specialists and Enthusiasts Facilitators: MƒA Master Teachers Soni Midha and Dave Richardson

From the Beach to the Bedside: Venom Can Save Your Life Facilitator: Mandë Holford, Ph.D.

universe. This workshop is best suited for high school

TUESDAY, MAR 22

science teachers who teach optics.

ONLINE

Dave Fish has been a high school physics teacher for over 25 years.

WEDNESDAY, APR 13

His involvement with Perimeter Institute dates back to the beginning

MƒA

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

 SCIENCE

Fish-hunting snails – yes, you read that correctly –

outreach activities. He has played a leading role in the production of

harpoon their prey with barbs containing complex

both Perimeter Exploration and Perimeter Inspiration resources. Dave

mixtures of peptide venoms. Venoms, molecules that

Are you a new data specialist at your school, planning to

has given workshops on modern physics at the local, national, and

evolved as toxins, have the power not only to feed

take on this role in the coming year, or simply interested

international levels. In his spare time, he enjoys reading, traveling,

snails but to transform human lives. In this workshop,

 COMPUTER SCIENCE AND TECHNOLOGY

in learning new data analysis skills? If so, join us as we

sports, and spending time with his wife and three children.

dive into the fundamentals of Excel and learn to run a variety of reports for use in our school communities.

We will explore skills such as the VLOOKUP and SUMPRODUCT functions, pivot tables, and more to

The Formula for Co-Teaching p Facilitator: MƒA Master Teacher Ramona FittipaldiDeoraj

create reports that highlight various statistics. By the

TUESDAY, MAR 1

end of this workshop, you will be able to confidently

ONLINE

run data reports for your school community that can

 INQUIRY, PRACTICE, AND LEADERSHIP

teachers will learn how these peptides can provide insights into cellular physiology, guide efforts to develop new medical therapeutics, new agricultural pesticides with gentler environmental impacts, and myriad other innovations yet to be discovered. This course is best for middle and high school biology and chemistry teachers, however, anyone interested in learning more about the science of venom is welcome to attend.

call attention to inequities and important trends that

Are you co-teaching this year and want to invigorate

may exist. While this course is best suited for new data

your co-teaching relationship? Then join us in this

College and The CUNY Graduate Center, with scientific appointments

specialists, all Excel enthusiasts are welcome to join.

workshop as we explore tried and tested co-teaching

at the American Museum of Natural History and Weill Cornell Medicine.

Dave Richardson is an MƒA Master Teacher and mathematics teacher at

routines and techniques developed in an integrated

Her research, from mollusks to medicine, combines -omic technologies

High School of Economics and Finance in Manhattan.

geometry classroom, but applicable in any STEM classroom. We will focus on strategies that can be used

Exploring Optics With Telescopes and the Perimeter Institute Facilitator: Dave Fish

as agents of change and innovation in evolution and in manipulating cellular physiology in pain and cancer. She is active in science education, advancing the public understanding of science and science

classrooms. We will discuss tips and tricks, present

diplomacy. She co-founded Killer Snails, LLC, an award-winning EdTech

classroom-ready resources, and share our own coteaching successes. This workshop is intended for all

ONLINE

STEM and special education co-teachers.

For as long as our existence, humans have looked

with chemical biology to examine venoms and venomous animals

in the classroom in-person and in blended or hybrid

TUESDAY, APR 26  SCIENCE

Dr. Mandë Holford is an Associate Professor in Chemistry at Hunter

Ramona Fittipaldi-Deoraj is an MƒA Master Teacher and mathematics teacher at Young Women’s Leadership School in New York.

learning games company that uses extreme creatures, like venomous marine snails, as a conduit to advance scientific learning in K-12 classrooms.

The Galapagos and Nature Journaling Facilitator: MƒA Master Teacher Crystal Thiele

longingly at the night sky imagining what might lie

THURSDAY, FEB 10

beyond our visual reach. Thanks to the development

ONLINE

of powerful telescopes, we are capable of viewing much more in the night sky than our eyes alone can see. Telescopes offer fun and compelling ways to teach physics. In this workshop, teachers will engage with Perimeter Institute’s newest curricular resource Exploring Light with Optics. We’ll begin by experiencing activities that introduce the fundamental concepts of

48

 SCIENCE

Salt-water snorting iguanas, nocturnal seagulls, and penguins that live north of the equator - these are just some of the unique adaptations of the animal inhabitants of the Galapagos Islands. Tap into your inner Darwin as we use nature journaling to explore photos, videos, and other resources gathered from a National MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Single Session Workshops

Leovie Diaz is an MƒA Master Teacher and science teacher at New

This workshop is ideal for anyone who has some

Utrecht High School in Brooklyn.

experience with exponents, limits, and basic logarithms.

Marna Lehnert Chaky is an MƒA Master Teacher and science teacher at

Geographic expedition to the Galapagos. We will study

High School of Hospitality Management in Manhattan.

Mehmet Zubaroglu is an MƒA Master Teacher and mathematics teacher at International High School at Union Square in Manhattan.

specific animal adaptations to better understand natural selection and try our hand at nature journaling, a tool used by many scientists past and present, including

Get Peared Up With Student Thinking Facilitator: MƒA Early Career Teacher Bethany Walio

Darwin, Audubon, and Goodall. We will practice these

WEDNESDAY, MAY 11

journaling activities and discuss how to recreate them in

MƒA

How You (And Your Students!) Can Use Social Media in STEM Facilitator: MƒA Early Career Teacher Elissa Levy THURSDAY, APR 14

any classroom setting to encourage students to deepen

 COMPUTER SCIENCE AND TECHNOLOGY

connections to the natural world and develop a greater

Do you wonder what your students are thinking before,

 INQUIRY, PRACTICE, AND LEADERSHIP

love of biodiversity, wherever they are. While this course

during, or after the lesson? In this workshop, teachers

Are you interested in the STEM teacher Twitterverse?

may be most interesting to grade 4-9 science teachers,

will learn how to convert any new or existing Google

Are you curious why many teachers don’t have LinkedIn

all are welcome.

Slide deck or Microsoft Online presentation into an

profiles? Would you like your students to apply their

Crystal Thiele is an MƒA Master Teacher and mathematics teacher at P.S.

interactive lesson where student thinking, learning, and

knowledge by sharing their in-class discoveries online?

321 William Penn in Brooklyn.

feelings are more transparent. Teachers will explore how

The pandemic drove many new users to try sharing

to navigate Peardeck (a simple add-on) to revolutionize

and posting about STEM topics on various social media

their instruction. By the end of the course, teachers

platforms, and it oftentimes turned out to be useful

will gain an engaging tool to take the temperature of

both personally and professionally. This workshop

the class, eliminate the need to make analog exit or

will provide tactical strategies for teachers to plug

THURSDAY, MAR 17

entrance tickets, and see what all students are thinking

themselves into social media education communities

MƒA

throughout a lesson. To take things to the next level,

and to enable their students to share and engage online

teachers will also learn how to show class consensus

with STEM questions and creations. We will include

or anonymously share individual answers for whole

analysis of teachers’ current engagement with social

group discussion. Because of Peardeck’s versatility, this

media for professional use, practical tips for getting the

workshop is appropriate for all STEM teachers.

most out of teacher Twitter, Facebook, and Medium,

Bethany Walio is an MƒA Early Career Teacher and science teacher at

and ideas for in-class activities that get students building

West Bronx Academy for the Future in The Bronx.

knowledge with connections online. This workshop

Get in the Flow With Groundwater Modeling Facilitators: MƒA Master Teachers Leovie Diaz and Marna Lehnert Chaky

 SCIENCE

Do your students think that groundwater refers to underground streams, rivers, and lakes? This is a common misconception and groundwater can be a challenging concept for Earth Science students to understand. Groundwater models can help students visualize groundwater flow and help them build conceptual understanding of topics like groundwater pollution, porosity and permeability, aquifers, and the water cycle. Many teachers would like to utilize these models in their classrooms, however, they are often cost prohibitive. MƒA has four groundwater flow models that teachers can borrow for classroom use. In

is targeted toward high school teachers because of

How a Simple Pattern Turns Into a Fractal: Pascal Meets Sierpinski Facilitator: MƒA Master Teacher Mehmet Zubaroglu WEDNESDAY, MAY 4

privacy concerns with younger students using social media.

Elissa Levy is an MƒA Early Career Teacher and science teacher at The High School for Climate Justice in Manhattan.

MƒA  MATHEMATICS

this workshop, we will demonstrate how to use these

How might we use simple patterns to create

models, explore lessons created by MƒA teachers to

mathematically interesting and engaging fractals? In

accompany the models, and review processes for

this workshop, we will work with some of the most

how MƒA teachers can borrow them. This workshop

popular fractals and discuss how to use them to push

is recommended for middle and high school physical,

student thinking beyond algebra. We will also talk about

Earth, and Environmental Science teachers.

dimensions and how fractals’ dimensions are calculated.

49

ONLINE

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Single Session Workshops Hydroponics: From Classroom Farms to Climate Action Facilitators: MƒA Master Teachers Shakira Provasoli and JoEllen Schuleman WEDNESDAY, MAY 18 ONLINE  SCIENCE

Investigating the Urban Heat Island Effect With Student Scientists Facilitator: MƒA Master Teacher Sarah Slack WEDNESDAY, MAY 25 MƒA  SCIENCE

Temperatures are rising everywhere, but in city neighborhoods with the most pavement and the least green space, they are even more severe. Satellite and ground-based data reveal that on sunny days, these

Are you currently using hydroponics in your classroom

areas are indeed warmer than their greener, leafier

and seeking ways to extend and link your lab to the

counterparts. This is the “Urban Heat Island Effect.” Join

current climate change crisis? Would you like to inspire

us as we explore this phenomenon and consider how

agency and activism in your students as they engage

to use it as a meaningful avenue for students to become

in hands-on, authentic, and self-driven experiences?

citizen scientists and environmental justice activists.

Hydroponic systems are ripe with opportunity for

Using the NGSS as a guide, we will explore surface and

student-designed investigations that model real climate

air temperature data and discuss how students can

concerns. Learn how to support your students in setting

design their own investigations to collect similar data

up multiple climate investigations utilizing any of your

on school campuses and in surrounding areas, use

systems. We will begin with a review of hydroponic

these data to identify neighborhoods at risk, evaluate

systems and showcase a few that can be easily built

the effectiveness of different mitigation strategies, and

by students. Next, we will use video and student work

design ways to present their findings to community

samples to examine projects centered on the specific

residents and decision-makers. This course is best

Teacher Educator Resource Toolkit, a resource created

effects of climate change. To follow, we will review

suited for middle and high school life, Environmental,

by the Climate Resilience Task Force. Throughout the

some of the best web resources for climate information

and Earth Science teachers.

workshop, we’ll be joined by a Youth Climate Leader

including EPA Signs of Climate Change, NASA Climate

Sarah Slack is an MƒA Master Teacher and science teacher at J.H.S. 223

from Beacon High School who will lead us through this

Kids, NYC DEP Climate Education Module. Teachers will

The Montauk in Brooklyn.

work, elevate student voice, and share her successes

collaborate as they explore these websites and design investigations linking climate change to hydroponics.

Everyone will leave with a starting list of classroom-

and suggestions for how to inspire your own students.

Jumpstart Your Green Team!

Facilitator: MƒA Master Teacher Adam Zaid

This workshop is for any middle or high school teacher who supports a green team or wishes to start one.

tested investigations sure to capture the curiosity of

THURSDAY, FEB 17

even the most reluctant student. This course is best

Adam Zaid is an MƒA Master Teacher and mathematics teacher at The

ONLINE

Queens School of Inquiry in Queens.

for teachers with existing hydroponic systems or those willing to learn how to build new systems.

Shakira Provasoli is an MƒA Master Teacher and science teacher at P.S. 333 Manhattan School for Children in Manhattan.

JoEllen Schuleman is an MƒA Master Teacher and science teacher at P.S. 199 Jessie Isador Straus in Manhattan.

50

 SCIENCE

Is your school’s green team flagging or non-existent?

Do you want to see it get to the next level? Join us in

Learn About Logs Facilitator: MƒA Master Teacher Rachel Griffin

this workshop as we discuss what a green team is, the

THURSDAY, MAY 26

benefits of a green team for any school community, and

MƒA

how to create or revamp your own green team. We will

 MATHEMATICS

begin by discussing the roles and types of youth climate

Have you ever wondered how you can use logarithms

activists, then review green team project ideas and

in the real world? Are you questioning why we use

structures, and conclude by exploring the Student and

logarithmic scales and what the phrase “six-figure

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Single Session Workshops salary” has to do with logarithms? Have you thought

towards the creation of a sustained Living Land

solving computation problems which will allow them to

Acknowledgement.

be more flexible and efficient thinkers. In this workshop,

This workshop will be facilitated by directors/educators from the Lenape Center.

about why some cultures count logarithmically while others don’t, and that perhaps mathematics is not universal afterall? Logarithms are more than just the inverse of an exponential function or a way to solve exponential equations. Join us for a fun evening spent exploring logarithmic counting, the Richter and decibel scales, conceptualizing and understanding numbers of high orders of magnitude, and more. We will use Desmos, tasks from Illustrative Math, and other resources to explore logarithmic concepts. This workshop is designed for anyone interested in learning more about logarithms!

Rachel Griffin is an MƒA Master Teacher and mathematics teacher at Brooklyn Prospect Charter School in Brooklyn.

Lenape Land Acknowledgement p Facilitator: Lenape Center Directors/Educators

Making Motors: Engaging Students in Hands-On Learning Facilitator: MƒA Master Teacher Marieke Thomas WEDNESDAY, MAR 30 MƒA  SCIENCE

Have you or your students ever wondered how a applications of electromagnets? In this workshop, we will build our own rudimentary motors using batteries, wire, and magnets. We will also discuss the underlying physics, including magnetic fields and the right-hand

will successfully build their own mini-motor, understand how motors work, and feel prepared and excited to lead

as well as middle school physical science teachers.

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

includes New York City, will introduce teachers to Living

Bronx High School of Science in The Bronx.

Land Acknowledgment. Often perceived to be a part

Mathematical Discourse Through Number Strings Facilitators: MƒA Master Teachers Jason Silverstein, Sara Thorne, and Hana Visnic

a foundational dynamic of indigenous cultures, that of

WEDNESDAY, MAY 18

acknowledging the interconnectivity in the world and

MƒA

equity, generosity, harmony and collective healing inform the process of Living Land Acknowledgment.

Lenape Center has been pushing back against the profound effects of the void and erasure of the Lenape in Lenapehoking, the result of colonization. In this workshop, teachers will learn about Lenape history and culture, the colonization of Lenapehoking, Lenape diaspora, and recommendations and possibilities

51

Jason Silverstein is an MƒA Master Teacher and mathematics teacher at P.S. 029 John M. Harrigan in Brooklyn.

Hana Visnic is an MƒA Master Teacher and mathematics teacher at P.S. 029 John M. Harrigan in Brooklyn.

Sara Thorne is an MƒA Master Teacher and mathematics teacher at P.S. 029 John M. Harrigan in Brooklyn.

The Mathematics of Poker: Combinatorics and Mathematical Expectation Facilitators: MƒA Master Teachers Michael Riccardo and Scott Schwartz TUESDAY, MAR 1

Lenape Center, indigenous to Lenapehoking, which

oneness of original people and place. Values of respect,

teachers.

MƒA

suited for high school physics and engineering teachers,

Land Acknowledgement is about the implementation of

is welcome, this course will be most beneficial to K-5

activity for a variety of course contexts. Each teacher

ONLINE

of Land Acknowledgement is ancient in origin. Living

based upon your own students’ needs. While anyone

rule. Additionally, we will consider ways to modify the

a class of students in building motors. This course is best

of “decolonization” and “indigeneity,” the foundation

be time to collaborate within groups to develop strings

motor actually works? Did you know motors are in fact

THURSDAY, MAR 17  INQUIRY, PRACTICE, AND LEADERSHIP

various number strings will be modeled and there will

 MATHEMATICS

 MATHEMATICS

You are at the final table of the MƒA Poker Tournament.

Your two cards are an ace of hearts and a three of hearts. There are two hearts on the flop. What is the probability of hitting your nut flush? In this workshop, we will use combinatorics to compute poker hand probabilities of various games, such as Texas Hold’em and Three Card Poker and use the concept of mathematical expectation to drive decision-making in various situations. We will also discuss pot odds (the ratio between the size of the pot and the size of the bet), implied odds (the amount of money that you expect to win after completing your draw), and the fundamental theorem of poker so that the players can make informed

Do your students immediately use the algorithm as

decisions. This workshop is recommended for middle

their go-to method for solving computation problems,

and high school mathematics and computer science

even though there might be more efficient methods?

teachers.

In this course, we will learn about number strings and

Michael Riccardo and Scott Schwartz are MƒA Master Teachers and

how they can be used as a discussion tool to engage

mathematics teachers at Bayside High School in Queens.

students in conversations where they can learn from and build upon one another’s ideas. During this process, students will also develop a toolbox of strategies for MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Single Session Workshops

But can students tell the difference? This workshop

classrooms at Community Roots Charter School in Brooklyn, New York,

will introduce teachers to eight common methods of

a Roots ConnectED learning site where she facilitates professional

deception used by savvy statisticians for their calculated

development on inclusive co-teaching practices and Universal Design for Learning. In her time with Roots ConnectED, she has worked with

purposes— usually to swindle or bias their audience.

school leadership teams to construct a shared vision for professional

In this workshop, the teaching of an entire unit on

growth in inclusive practices at their schools and plans for staff

misleading graphs and media duplicity will be modeled

development that further that vision.

MONDAY, APR 11

as teachers explore existing deceptive graphs online.

Millen Tesfaldet has been an educator at Community Roots in Brooklyn,

ONLINE

Teachers will join a working group of their choice to

New York, a Roots ConnectED learning site, since 2014, where she

Mindfulness in the STEM Classroom Facilitators: Simone O. Kuranishi and MƒA Master Teacher Erika Stafne

began as a paraprofessional while completing her M.S.Ed in special

 INQUIRY, PRACTICE, AND LEADERSHIP

delve deeper and will leave with a full unit curriculum

Do you want to help improve your students’ mental

that can be modified for students at any statistical ability

Millen has taught in high-impact ICT classrooms utilizing various

health while cultivating a classroom of support and

level with a gauntlet of immediately usable resources for

co-teaching approaches and using the Universal Design for Learning

responsiveness? Classroom teachers have the unique

in-person and remote mathematics classrooms.

framework to meet the needs of all of her students.

ability and responsibility to create and foster healthy

Kendra Din is an MƒA Master Teacher and mathematics teacher at High

learning environments for their students and for

School M560 - City As School in Manhattan.

themselves. The practice of mindfulness proves to be an effective social-emotional learning (SEL) strategy to promote student and staff well-being. Mindfulness practice has been shown to “support students in

The Myth of the Average Learner: Mindset Around Learner Variability p Facilitator: Ellen Cantrell and Millen Tesfaldet

education/inclusive elementary and has taught first grade since 2016.

Polymers: More Than Common Consumer Plastics Facilitator: John Henssler, Ph.D. WEDNESDAY, JUN 1 MƒA  SCIENCE

accessing and applying knowledge and skills needed

WEDNESDAY, JUN 1

Plastic bags, bottles, toys, and packaging. These are

to manage emotions, forge positive relationships,

ONLINE

just a few examples of common consumer polymers.

achieve goals and make responsible choices.” (Kuranishi,

 INQUIRY, PRACTICE, AND LEADERSHIP

With the many unique solutions they offer, consumer

et.al, 2018). This workshop will provide teachers with

We have witnessed far too many classrooms where

polymers have become an integral part of our daily lives.

research-based methods to incorporate mindfulness

students are taught to an imaginary “average” and

So much so, it can be hard to imagine life without them.

practice into their general education, ICT, and/or 12-1

considerations are made to differentiate for anyone

Advanced synthetic polymers have led to significant

STEM classroom settings. Teachers will engage in

who may not fit that “middle.” One of the most critical

developments across the medical, transportation,

discussions and reflections on classroom practices

ways for us to achieve equity in our classrooms is by

and personal care industries. In this workshop, we will

and be provided with guidance, tangible activities, and

recognizing the variability of learners that make up our

explore an overview of polymer synthesis, structures,

practices to move forward with a classroom-based

communities. To do this, we must develop a mindset

and applications and also discuss both the positive and

mindfulness curriculum.

that has no room for the myth of the average learner.

negative societal and environmental impacts resulting

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

This does not happen in practice alone—it must start

from the development and use of polymer materials.

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

with mindset. In this workshop, we will look at the

Examples of existing polymers, polymer research, and

as a freelance consultant in mindfulness, yoga, and dance education.

mindset shifts required to recognize learning needs

polymerization experiments will also be incorporated

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

as an issue of equity and justice in our classrooms.

into the session. This course is best for high school

Developing a mindset that envisions an inclusive school

chemistry teachers but anyone interested in learning

community is essential to creating antibias classrooms.

more about polymer chemistry is welcome to attend.

In this workshop, teachers will reflect on their mindsets

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

as connected to inclusion and consider the personal

Chemistry Teaching Laboratories at New York University. He received

MONDAY, APR 25

and collective work required at their school sites to

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

ONLINE

create shifts in understanding around inclusion. All

Company High School for Theatre Arts in Manhattan.

Misleading Graphs and the Stories We Tell Facilitator: MƒA Master Teacher Kendra Din

University of Pittsburgh. He completed his Ph.D. in Organic Materials Chemistry at the University of Michigan and a Postdoctoral Fellowship

 MATHEMATICS

STEM teachers are welcome.

at NYU’s Materials Research Science and Engineering Center. His

Confusing graphs are everywhere, and intentionally

Ellen Cantrell has been teaching third through fifth grade students in

research interests range from the synthesis of organic electronic

misleading graphs are pervasive in all forms of media.

New York City since 2009. Since 2012, she has worked in co-taught

materials, including polymers, to chemical education.

52

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Single Session Workshops

Lujuana Milton is a licensed independent clinical social worker (LICSW).

She graduated with a B.A. and an M.S.W. from Boston College. With over 14 years of clinical experience in the field, she has worked in a variety of settings integrating a number of approaches. Since 2013, she developed

Recognizing and Assessing Risk in Your Students p Facilitator: Lujuana Milton, LICSW TUESDAY, MAR 8

and operates her own private group practice, South Shore Child and Family Counseling, LLC. Milton has taught at Fisher College in Boston, MA and currently is adjunct faculty at Boston College School of Social Work and Smith College School for Social Work.

With the ongoing challenges posed by COVID-19, students and families continue to be under a great deal of stress. Teachers are often on the frontline of noticing when a child may be struggling. In this workshop, teachers will learn to recognize normal, abnormal, and severe reactions to stress and outline the essential elements of risk assessment and safety planning.

We will explore symptoms of depression, suicidality, aggressive behavior, and self-harming strategies, as well as discuss interventions and guidance for when to make a specialized referral.

THURSDAY, MAY 26 MƒA  MATHEMATICS

Public displays of mathematics are rare. Join us as we push back on this norm with sidewalk math,

ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

Sidewalk Math Facilitator: MƒA Master Teacher Brian Palacios

Should I Insure My Phone? Games and Mathematics for Modeling Risk Facilitator: Philip Dituri, Ph.D. TUESDAY, APR 26 MƒA  MATHEMATICS

Are you tired of your students asking when they are going to “use this” math in real life? Are you satisfied with your students’ understanding of how to manage their finances and plan for their (financial) future? In this workshop teachers will learn how to use high school mathematics as a lens through which to explore our financial life cycle. We will show you how mathematics can be used to teach personal finance and personal finance can be used to teach mathematics - including

mathematics that is done on public sidewalks. Using chalk and some ingenuity, we will create inviting outdoor spaces near MƒA where the general public can think about and do mathematics. After chalking up the neighborhood, we will explore how to bring this outward-facing stance on mathematics to our students.

Brian Palacios is an MƒA Master Teacher and mathematics teacher at Bronx Center for Science and Mathematics in The Bronx.

Sit Spots: Adding Place-Based Reflection to Your Practice Facilitator: MƒA Early Career Teacher Ken Andersen WEDNESDAY, MAY 18 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

how the binomial theorem helps people decide

Sometimes the best learning happens outside of the

whether or not to buy AppleCare. Teachers will play

classroom, though big trips are often difficult to pull

games and explore problems that use expected value

off. How might our students benefit if we can get

and probability to inform financial decisions. We

them outside more regularly to connect to their place

will use activities from the FiCycle curriculum which

and engage in short periods of focused thinking and

focus on helping teachers understand the issues and

reflection? In this workshop, we’ll introduce sit spots, a

mathematics surrounding insurance and financial risk,

simple journaling and discussion protocol that can be

and give them a taste of what a mathematics-based,

used in any outdoor space (i.e. lawn, sidewalk, school

financial literacy course might look like.

yard, etc.) or adapted for indoor spaces like a hallway

Dr. Philip Dituri is a visiting assistant professor of mathematics education

or gym. We will explore and practice the protocol,

in the Division of Curriculum and Teaching at Fordham University. He

brainstorm ways to apply it to our classrooms, and

was a mathematics instructional coach, chairperson of the mathematics

plan a sit spot lesson we can use this year. Sit spots are

department, and teacher of secondary mathematics at New Design High

adaptable across all grade levels and subjects and are

School for 13 years. During his time teaching in public school, he was an

also a great tool for advisory and mentoring sessions. All

MƒA Master Teacher and a Big Apple award finalist.

teachers are welcome.

Ken Andersen is an MƒA Early Career Teacher and science teacher at M.S. 442 Carroll Gardens School for Innovation in Brooklyn.

53

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Single Session Workshops

socially just and equitable world. Eva has a long history with Community Roots, where she is currently the theatre teacher at the middle school and member of the Anti-Bias Education Collective. Eva believes that the important work of Roots ConnectED supports authentic dialogue,

Speaking Up in the Moment: Addressing Microaggressions p Facilitators: Eva Burgess and Brandi Forté THURSDAY, FEB 10

taking action and reflecting in pursuit of equity and social justice in our schools and communities. Eva holds a M.A. degree in Applied Theatre

THURSDAY, FEB 10

with a focus on Theatre of the Oppressed and Devising and Process

ONLINE

Drama.

ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

Speaking up in the moment against implicit biases, racist comments or actions, and microaggressions can

The Stem Cell Divide: Using Stem Cells to Implement the 5E Model Facilitators: MƒA Master Teacher Aja Brown and MƒA Early Career Teacher Josh Modeste

be difficult. Sometimes we are on the receiving end of

THURSDAY, FEB 10

the comment, and sometimes we are the ones who

ONLINE

have made the comment and are being asked to reflect.

We know harmful expressions can leave us wondering how to process our own feelings. Gaining comfort to meaningfully respond to and address these moments requires practice, empathy, and deep understanding. In this workshop, we will work together to name what is problematic, identify impact, and lay the groundwork for change (which may require us to step further into discomfort.) We will share an approach, internal reflections, and sentence starters to support speaking up when something doesn’t sit right, and create theatre to provide a structured way to practice speaking up in the moment, to reflect together, collaborate, and try again. This is a learning community and interactive workshop, designed to help teachers gain practice and comfort in addressing those moments where we may feel or observe implicit biases, racist comments or actions, and microaggressions.

Brandi Forté has worked in educational settings and communities in California and New York since 2004. She joined Community Roots, a

 SCIENCE

phenomena. We will begin by presenting lessons, projects, and student work using SageModeler. We will highlight a specific modeling activity on the impact of

Escobar’s hippos in Colombian ecosystems. We will conclude by brainstorming phenomena, discussing the

in controversy. Join us as we present a unit plan that

applications of SageModeler, and designing a model of

introduces students to stem cell research utilizing the

the selected phenomenon to use with our students. All

5E instructional framework. We’ll begin by exploring the

science teachers are welcome!

components of the unit, then discuss how to engage our students in the ethics of stem cell research, and finally consider how to adapt and implement the lessons using the 5Es. We’ll also have a representative from

Dr. Emily Schmidt is an MƒA Master Teacher and science teacher at The Bronx High School of Science in The Bronx.

Elese Lau is an MƒA Early Career Teacher and science teacher at The Bronx High School of Science in The Bronx.

the New York Stem Cell Foundation join us virtually to share information on educational programs available to students and teachers. The materials and resources from this workshop will be most beneficial to Living Environment and AP Biology teachers, but anyone interested in learning more about stem cell research is welcome to attend.

Josh Modeste is an MƒA Early Career Teacher and science teacher at The Urban Assembly School for Global Commerce in Manhattan.

54

different variables, and analyzing data from real-world

promising medical advances but is also a field steeped

and collaborating with different teams. She feels that Roots ConnectED

thinking and experience multiple perspectives in order to create a more

creating visual diagrams, making connections between

will use these models to predict the effects of Pablo

experiences working with a range of ages, diverse learners and families,

theatre to give people a voice, build community, support critical

a free, online modeling tool that engages students in

this personalized medicine. It serves as a model for

Metropolitan Soundview High School in The Bronx.

practitioner. For over 20 years, she has harnessed the power of using

complex systems? Join us as we present SageModeler,

hippos on aquatic ecosystems in Tanzania. Then, we

multiple roles and teaching grades K-5 led to a lens informed by

Eva Burgess is an educator/theatre artist and Applied Theatre

Are you looking for a new way to have students model

and stem cell research is often the basis for much of

Aja Brown is an MƒA Master Teacher and science teacher at The

reflective capacity.

 SCIENCE

Personalized medicine is at the cutting edge of biology,

Roots ConnectED learning site, in 2006 as a founding teacher. Holding

is a unique space to build empathy, understanding, and to refine our

Systems Modeling With SageModeler in the Science Classroom Facilitators: MƒA Master Teacher Emily Schmidt, Ph.D., and MƒA Early Career Teacher Elese Lau

Teaching Future Teachers Facilitator: MƒA Master Teacher Deborah Katz TUESDAY, MAR 15 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

Are you hosting a student teacher in your classroom or considering inviting one? In this workshop, we will review expectations around collaborating with student teachers using multiple perspectives and exploring common pitfalls. We will begin with a brief discussion of the SUNY Urban Teacher Education Center’s student teaching program and the topics they cover with student teacher cohorts. We will then discuss common challenges that might arise when supporting student

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Single Session Workshops

To Cooperate or Not: A Deeper Look at the Prisoner’s Dilemma Facilitator: MƒA Master Teacher Corey Levin

on herbal medicines and the role of herbs in traditional Chinese medicine (TCM). Using readings and videos from experts in the field, we’ll work in small groups

teachers and suggestions and best practices to address

THURSDAY, JUN 2

to explore plants used in TCM, investigate the current

them. The final part of the workshop will allow teachers

ONLINE

research into developing plant-based treatments

time to share past experiences, ask questions, and offer

 MATHEMATICS

for illnesses such as cancer and diabetes, and also

support in troubleshooting difficult student teaching

Two members of a gang of bank robbers have been

brainstorm connections to our science curricula. This

dynamics. The purpose of this workshop is to increase

arrested and are being interrogated in separate rooms.

workshop is best suited for life science and chemistry

the comfort of mentor teachers who have taken on the

The authorities have no other witnesses and can only

teachers who want to learn more about this field,

responsibility of collaborating with teachers-in-training.

prove the case against them if they can convince at

elevate traditional science knowledge, and integrate this

​​Deborah Katz is an MƒA Master Teacher and science teacher at Bronx

least one of the robbers to betray his accomplice and

important work into their classrooms.

Collaborative High School in The Bronx.

testify to the crime. Each bank robber is faced with the

Erin Ratz-Guiñals is an MƒA Master Teacher and science teacher at The

choice to cooperate with his accomplice and remain

Brooklyn Latin School in Brooklyn.

silent or to defect from the gang and testify for the

Dr. Meng-Ping Tu is an MƒA Master Teacher and science teacher at

prosecution. If they both cooperate and remain silent,

Stuyvesant High School in Manhattan.

That’s Fake News! How to Decipher Mass Media in the Science Classroom Facilitators: MƒA Master Teachers James Anderson and Jeanne Kopun

then the authorities will only be able to convict them on a lesser charge. If one remains silent and the other

WEDNESDAY, MAY 11

testifies, the latter will go free while the former serves a

ONLINE

large prison sentence. If they both testify, they serve a

Unrecognized: Algorithmic Bias in Facial Recognition Facilitators: MƒA Master Teachers Megan Berdugo and Marisa Shuman

 SCIENCE

slightly reduced sentence. What do you think happens?

We are fortunate to live in a time where information is

What would you do? Come explore this and other

THURSDAY, JUN 2

freely available and at our fingertips. However, much

fascinating examples of the Prisoner’s Dilemma! This

MƒA

of that information, especially science content, is often

course is designed as a launching pad into game theory

false or misleading. This has been especially true during

and is therefore targeted at those with an interest in the

Technology is constantly evolving, but is that always a

the COVID-19 pandemic as we have witnessed a barrage

subject but little to no background in it.

good thing? Facial recognition software is being used

of sensational and inaccurate news headlines. Science

Corey Levin is an MƒA Master Teacher and mathematics teacher at

in various sectors of society but is often built with

teachers are able to spot the many issues with such

Yorkville East Middle School in Manhattan.

major flaws and biases. It is constantly watching but doesn’t always understand what it sees. In one study,

reporting, but can our students? In this workshop, we will work to find inaccuracies in news articles, determine which sources are reliable, and discuss how to teach these skills to our students. As they will become future voters and potential policy-makers, it is imperative they

 COMPUTER SCIENCE AND TECHNOLOGY

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

researchers for the National Institute of Standards and Technology found that facial recognition algorithms falsely identified African-American and Asian faces 10 to 100 times more than Caucasian faces. In this workshop,

build strong scientific literacy and critical thinking skills.

MONDAY, FEB 28

we will get a better sense of machine learning, its

Teachers will leave this session with a toolbox for how

ONLINE

relationship to algorithmic bias, and the harm it

to show students to identify inaccurate information in

 SCIENCE

causes. Through interactive activities, we will question

science media. Teachers will also understand how to

Did you know that a cure for malaria, first reported over

whether or not this technology should continue to be

best emphasize and articulate the importance of this

1,000 years ago, was the basis for the 2015 Nobel Prize

implemented. This workshop is open to all.

skill. Science teachers of every subject and grade level

for medicine? Chemist Tu Youyou demonstrated that

Marisa Shuman is an MƒA Master Teacher and computer science teacher

are welcome.

a plant detailed in ancient Chinese texts was incredibly

at Young Women’s Leadership School of the Bronx in The Bronx.

James Anderson and Jeanne Kopun are MƒA Master Teachers and

effective at curing malaria and received the Nobel for

Megan Berdugo is an MƒA Master Teacher and mathematics teacher at

science teachers at Forest Hills High School in Queens.

her work. In this workshop, we will learn about some

Brooklyn International High School in Brooklyn.

of the Chinese scholars who codified years of wisdom 55

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Single Session Workshops Using Drawing Every Day: Integrating Scientific Modeling in the Classroom Facilitators: MƒA Master Teachers Alana Burgos and Mike Fernandez WEDNESDAY, APR 6 MƒA  SCIENCE

Have you ever heard your students say, “I can’t draw”?

Drawing has a practical place in the sciences, including modeling phenomena, honing detail and observation, studying complex relationships, and more. How might we use scientific illustration to engage students in learning? In this workshop, teachers will utilize illustrative tools to integrate art into their everyday teaching practices. We will begin by discussing our own experiences with drawing in the science classroom.

Then, we will take time to explore drawing activities and discuss possible applications, including brain breaks, modeling, and illustration techniques. Finally, we will brainstorm, develop, and test a drawing activity to bring back to the classroom. This workshop is ideal for any science teacher seeking to engage their students in content through the lens of drawing. No prior experience in illustration is required.

Alana Burgos is an MƒA Master Teacher and science teacher at Lyons Community School in Brooklyn.

Mike Fernandez is an MƒA Master Teacher and science teacher at James Madison High School in Brooklyn.

Using Student Created Podcasts as an Assesment Tool Facilitators: MƒA Master Teachers Lindsay Melachrinos and Daniel Perkowski WEDNESDAY, APR 6 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

As teachers, we strive to provide students with the ability to express their own voice and agency while also assessing their understanding of content. Student-

created podcasts are an engaging assessment choice

manipulatives to boost problem-solving skills! In this

that gives students the ability to demonstrate their

workshop, teachers will first learn how to apply nine

mastery in a creative and expressive way. The goal of

problem-solving strategies to engage students in

this course is to provide resources and background

decoding word problems: look for important words in

knowledge on the technology and processes required

the question, look for a pattern, have a go, use a table

for students to create and share a podcast and also to

or a chart, use a drawing, work backwards, try an easier

provide space and community to brainstorm possible

problem, make a model, and think logically. Teachers

structures and assessments that could enrich our

will also participate in problem-based activities that

curriculum.

involve virtual manipulatives to apply these strategies.

Lindsay Melachrinos is an MƒA Master Teacher and science teacher at

We’ll explore problems from a student’s perspective and

M.S. M245 The Computer School in Manhattan.

discuss which standards best align with each strategy.

Daniel Perkowski is an MƒA Master Teacher and science teacher at The

We will also discuss best practices for facilitating hands-

Facing History School in Manhattan.

on learning. Teachers will receive planning templates and reproducibles for classroom use and will learn to

Virtual Manipulatives for Problem-Solving Facilitators: MƒA Master Teachers Amy Lee, Tsee Lee, and Alexander Lord

use Cuethink.com, an online platform that scaffolds problem-solving and nurtures mathematical discourse.

This course is best suited for teachers of grades 9-12.

TUESDAY, MAY 31

Amy Lee is an MƒA Master Teacher and mathematics teacher at Brooklyn

ONLINE

Technical High School in Brooklyn.

 COMPUTER SCIENCE AND TECHNOLOGY

Tsee Lee is an MƒA Master Teacher and computer science teacher at

Let’s equip students with effective tools to improve

Brooklyn Technical High School in Brooklyn.

their confidence in mathematics by creating virtual 56

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Single Session Workshops

What are the Chances!?

Facilitator: Deepak Bal, Ph.D.

Kate Belin is an MƒA Master Teacher and mathematics teacher at Fannie Lou Hamer Freedom High School in the Bronx.

THURSDAY, MAR 31 Alexander Lord is an MƒA Master Teacher and mathematics teacher at Francis Lewis High School in Queens.

What’s in a Game? Games as a Tool for Teaching Science Facilitators: Corinne Brenner and Noelle Posadas Shang THURSDAY, MAR 24 ONLINE  SCIENCE

Many of our students don’t see themselves as “science people,” but all kids play games! At Killer Snails, we use the principles of game design to leverage the tangible, familiar, and motivating aspects of games to help students understand complex topics in science and ultimately, see themselves as scientists. In this interactive workshop, we will discuss examples of digital games and what makes them powerful tools for

MƒA  MATHEMATICS

We use probabilistic reasoning all of the time such as when making decisions or assessing risk. Oftentimes, our gut instinct guides us correctly, but sometimes, our intuition leads us astray. In this workshop, we’ll explore and work through some of these counterintuitive probability “paradoxes.” As a classic first example, we will consider the so-called Monty Hall paradox: you are on a game show where there are three doors, two of which conceal gag prizes and one of which conceals a pile of cash. You select a door, and then the host opens one of the other doors to reveal a gag prize. You now have the option to keep your door or switch. What should you do? Does it matter? This workshop is suitable for any teacher interested in probability.

Dr. Deepak Bal is an Associate Professor of Mathematics at Montclair State University. He received B.S. degrees in mathematics and computer

With Just Five Easy Steps, You TOO Can Have A More Equitable Curriculum! p Facilitators: MƒA Early Career Teachers Michael Fagan, Jossie Forman, and Erika Richardson WEDNESDAY, MAR 30 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

We all want to do right by our students and make our school communities as equitable as possible – and that takes work. As an educator, it can often feel like there is never enough time allotted to engage deeply in equity work, especially when it comes to writing and rewriting lesson plans. Enter: Dr. Gholdy Muhammad’s “Five Learning Pursuits.” In this workshop, we will introduce Dr. Muhammad’s framework and share how we have implemented her work in both middle and high school STEM classrooms. We will then share how you can apply Dr. Muhammad’s framework without having to rewrite

science education. Teachers will work in small groups,

science from Ohio State University and a doctorate from Carnegie

your entire unit plan. Teachers will leave this workshop

applying game mechanics to their own areas of interest,

Mellon University. Before joining Montclair State, he held postdoctoral

with an outline of how to apply the Five Learning

to design a game around key science concepts and to

positions at Ryerson University in Toronto, Canada and Miami University

Pursuits to their next unit. This course is intended for

introduce digital tools to construct a working prototype.

All teachers will leave with resources on the elements of game design, common game mechanics, and a lesson plan template. This course is best suited for middle

in Oxford, Ohio.

Muhammad’s work.

What Is Straight?: Geometry on Many Surfaces Facilitator: MƒA Master Teacher Kate Belin

school life science teachers. Living Environment and

WEDNESDAY, JUN 1

upper elementary may also find the tools and content

MƒA

beneficial.

 MATHEMATICS

Corinne Brenner is the Director of Learning at Killer Snails, where she

Geometry is often taught on a flat plane only. In this

researches and develops science games for middle school students

workshop, we will explore ideas such as straight paths,

using cutting-edge technology. She received her B.A. in psychology

symmetry, and more beyond the flat plane including

from Cornell University and a M.Sc. in social psychology and psychology methods from the University of Amsterdam. She is in the final stages

will use various objects to explore what happens on

Technology.

surfaces that are not flat to make insights about features

Noelle Posadas Shang is the Director of Design at Killer Snails, where

of the flat plane that might otherwise be taken for

she has designed award winning science educational games and

granted. Together, we will engage with these ideas and

experiences. After studying Communications Design at Pratt Institute

build our own meanings and understandings. There will

Street, Disney, the NFL, and the American Red Cross. She strives to help children have a better understanding of the world around them so they

Michael Fagan is an MƒA Early Career Teacher and science teacher at J.H.S. 167 Robert F. Wagner in Manhattan.

Jossie Forman is an MƒA Early Career Teacher and mathematics teacher at Baruch College Campus High School in Manhattan.

Erika Richardson is an MƒA Early Career Teacher and science teacher at Battery Park City School in Manhattan.

spheres, hyperbolic surfaces, cones, and cylinders. We

of a Ph.D. at New York University in Educational Communication and

(B.F.A.), she went on to work on mobile apps for brands like Sesame

teachers of all subjects, regardless of familiarity with Dr.

also be time to plan for classroom implementation of these ideas.

can create the solutions of tomorrow.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Affinity Groups

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.

58

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Affinity Groups

LGBTQIA+ Affinity Group p Facilitators: MƒA Master Teachers Pooja Bhaskar and Lisa Bueno, and MƒA Early Career Teacher Nakita VanBiene WEDNESDAYS, FEB 16, MAR 23, APR 27, MAY 25, JUN 8

+ PLEASE NOTE: FOR ALL AFFINITY GROUPS, YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY. CLICK ON THE DATES BELOW TO NAVIGATE TO EACH MEETING’S REGISTRATION PAGE.

Asian American Affinity Group p Facilitators: MƒA Master Teachers Brian Lam, Sin Li, and Cathy Xiong

ONLINE & OFFSITE  COMMUNITY + PLEASE NOTE: THE JUNE 8 SESSION WILL BE AN IN-PERSON MEETUP IN CENTRAL PARK.

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

WEDNESDAYS, FEB 9, MAR 2, APR 6, MAY 18, JUN 1

common challenges we may face. Our agenda will be

ONLINE

set by the needs of our community.

 COMMUNITY

Through our monthly meetup, we aim to create a 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

White Anti-Racist Educators Affinity Group p Facilitators: MƒA Master Teachers Heather Berry, Rachael Ferreira, Jennifer Kesten, Brian Palacios, and Abbie Sewall

of social and cultural values within the Asian American

TUESDAYS, MAR 15, APR 12, MAY 10, JUN 7

community. We will also examine challenges facing all

ONLINE

minorities and stand in solidarity with all.

 COMMUNITY

Are you a white person interested in working towards

Black, Latinx, and PoC Affinity Group p Facilitators: MƒA Master Teachers Shangaza Banfield, Leton Hall, Eric Portales, and Samantha Tulloch and MƒA Early Career Teacher Josh Modeste

a more racially just educational system? Join us as we learn from and support one another, take on a more vocal role in our school communities, seek out ways to lean into racial discomfort, decenter ourselves, and

WEDNESDAYS, MAR 9, APR 13, MAY 11, JUN 15

dismantle our privilege in educational settings. We will

ONLINE

meet monthly and our agenda will be set by the needs

 COMMUNITY

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.

59

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 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.

60

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Interest Groups All-Levels Vinyasa Yoga Facilitator: Emilie Brockmann

Big Ideas for Big Schools Facilitators: MƒA Master Teachers Stefanie Fier and Matt Pastore MONDAY, APR 4 ONLINE  COMMUNITY

TUESDAYS, FEB 15, APR 5 ONLINE  COMMUNITY

THURSDAY, JUN 2 ONLINE

Are you interested in starting a yoga practice but feel

group, we’ll discuss some of the pros and cons of

a bit intimidated? Vinyasa yoga incorporates all levels

working in a large school and brainstorm ways to

of movement, making it perfect for beginners. In this

approach common challenges. This group may be

hour-long virtual session, we will move the body safely

especially valuable for teachers who have recently made

through carefully curated yoga postures as we explore

a transition from a small to a large high school.

teachers who work in a similar setting? In this interest

different breathing techniques, build heat in the body,

become a moving meditation.

Emilie Brockmann is a yoga instructor, sound meditation facilitator, and wellness practitioner.

APES Meetups Facilitator: MƒA Master Teacher Scott Wassmuth MONDAYS, MAR 21, APR 11, MAY 9 ONLINE  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, as well as 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!

Bringing Our Equity Work Outside MƒA p Facilitators: MƒA Master Teacher Stephanie Kadison and MƒA Early Career Teacher Elissa Levy

3,000+ students) or a school that is facing massive overcrowding? Are you looking to connect with other

By linking breath to movement, our practice will

leave with your course proposal fully developed!

Are you a teacher in a large high school (approximately

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

seek balance, and stretch and strengthen the muscles.

expertise. By the end of the session, you might even

 COMMUNITY

Are you interested in jump-starting or expanding your equity work beyond MƒA? Rather than working alone, let’s join together and mobilize! In these two hours, we’ll identify spaces where we can focus our energy on leading equity work outside of MƒA, share what we’ve done before, and discuss where to go next.

Brainstorm and Build: MƒA Course Proposal Support Facilitators: MƒA Program Officers for Professional Development Courtney Ginsberg and Uzma Shah and MƒA Master Teachers TBD THURSDAY, FEB 17 WEDNESDAY, MAR 23 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 quite know where to start? Do you have an idea for a course and want support in fleshing it out? Do you have questions about the course proposal process and want guidance from the PD team and other MƒA teachers to help you navigate the steps and timeline for submission? Then join us in this workshop to find out what it takes to develop a successful course proposal.

We’ll begin with an overview of the course proposal form, then hear from MƒA teacher facilitators as they share their successes and challenges in proposing courses. We’ll conclude with an opportunity for you to share your course ideas and to give and receive feedback. During this time, you’ll have the choice to work in affinity groups aligned with areas of interest and

61

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Interest Groups Earth Science Meetup Facilitators: MƒA Master Teachers James Anderson and Jeanne Kopun THURSDAY, MAY 26 ONLINE  SCIENCE

games and puzzles you can use with your students

like atoms, ions, bonding, and more. Teachers can even

and brainstorm ways in which we can make the

use the “sandbox” feature to build their own activities.

implementation of puzzles and games more equitable!

Teachers who have prior knowledge of the games are encouraged to join and share their experience

Exploring a Plant-Based Path Facilitators: MƒA Master Teachers Daniel Holstein and Ursula Lovings

with the platform. Teachers new to Playmada are also encouraged to join to learn more and contribute to the development of new activities.

TUESDAY, MAR 1 ONLINE

Integrating Food Education Into the Elementary Classroom Facilitator: MƒA Master Teacher Grace Chang

Are you interested in sharing materials, lesson plans, and

 COMMUNITY

ideas with other Earth Science teachers? Join us for an

Are you interested in exploring the transition to a plant-

informal brainstorming session around best teaching

based lifestyle? In this interest group, we will explore

THURSDAY, MAR 24

practices for Earth Science. A special focus will be

this choice and share resources on how to strategically

ONLINE

placed on reviewing virtual resources that were useful

and sustainably shift to a plant-based diet to experience

 COMMUNITY

during our remote learning period.

improved health, increased energy, and a commitment

Are you interested in all things food? Are you hungry

to environmental sustainability.

for new ways to engage your students? Join us as we

Elementary Teacher Meetups Facilitators: MƒA Elementary School Teachers MONDAYS, FEB 14, MAR 14, APR 11 ONLINE

explore an example of how students in a NYC public

Exploring Chess Puzzles Through ProblemSolving Facilitator: MƒA Master Teacher Alexander Lord

 COMMUNITY

TUESDAY, APR 26

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

ONLINE

Are you a K-5 educator interested in connecting with other elementary school teachers? Join us in this monthly virtual space to connect with and support one another. Our agenda will be set by the interest and needs of the teachers in our group.

Equitably Incorporating Puzzles and Games in the Secondary Mathematics Classroom Facilitator: MƒA Master Teacher Rebecca Johnson WEDNESDAY, MAY 4 ONLINE  COMMUNITY

Are you interested in using puzzles and games in your mathematics classrooms to spark joy and lessen math anxiety but struggle with how to make them accessible for all learners? Join us as we discuss various types of

62

 COMMUNITY

Are you interested in solving mathematical and

school second/third grade class connected with each other and learned about themselves through food education. We’ll look at student writing, art, and videos, explore a digital collection of food education lessons, and discuss how we can enrich our curriculum and create a more culturally responsive classroom through food education.

logical puzzles inspired by the game of chess? This interest group will allow teachers to apply problemsolving techniques while exploring fun puzzles of

Juggling the Demands of Teaching and Parenting Facilitator: MƒA Master Teacher Janice Kwan

independence, dominance, piece tours, and more. No

THURSDAY, MAR 17

prior knowledge of chess is necessary.

ONLINE  COMMUNITY

Improve Student Engagement With the Collisions Game Platform Facilitator: MƒA Master Teacher Artie Glekas, Ph.D.

Are you interested in meeting other teachers who are trying to find a healthy balance between the demands of teaching and parenting young children? Let’s come

THURSDAY, MAY 12

together to provide support and offer creative ideas to

ONLINE

one another as we strive to find a healthy balance.

 SCIENCE

Are you interested in analyzing the individual games of Collisions from Playmada and developing new activities for students to complete? Playmada games cover topics

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Interest Groups MƒA Teacher Poker Facilitators: MƒA Master Teachers Diane Pflug and Peter Sell

MƒA Trivia Facilitators: MƒA Master Teachers Peter D’Amico and Theresa Stanley

specific situations you want feedback on, or just want to listen.

 COMMUNITY

MƒA

acquired meandering through life to good use? Come

 COMMUNITY

hang out at this virtual showdown and demonstrate

+ PLEASE NOTE: TEACHER POKER BEGINS PROMPTLY AT 5:30 P.M., SO ALL PLAYERS MUST ARRIVE BY 5:15 P.M.

your trivia prowess!

compete against other MƒA teachers and play Texas Hold’em. This is a competitive game not suitable for beginners, so please only register if you are familiar with Texas Hold’em.

whether you have a list of books and resources to share,

ONLINE

​​Are you interested in putting all of the facts you’ve

annual MƒA Teacher Poker Tournament! Join us to

schools, communities, and lives. All are welcome,

THURSDAY, MAR 10

THURSDAY, MAR 10

Shuffle up and deal! Show off your poker skills at our

to share ideas to bring to our allyship practice in our

Mindful Yoga Practice Facilitator: Roque Rodriguez TUESDAYS, MAR 8, MAY 17 ONLINE  COMMUNITY + PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you looking for an hour of mindfulness and selfcare? Join us for a yoga experience in which we turn our attention inward and link our movement and breath.

We’ll begin by warming our bodies, then move through a vigorous, yet mindful yoga flow, and conclude with a guided yoga nidra meditation. This session is open to all

Overbooked Facilitators: MƒA Master Teachers Phylicia Hoyt and Theresa Stanley WEDNESDAY, MAR 30 THURSDAY, APR 28 MONDAY, MAY 23 TUESDAY, JUN 14 ONLINE  COMMUNITY + PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you interested in reading for FUN but don’t always have time? Join our book club as we read (mostly fiction) for enjoyment and come together to discuss the book. In the past we have read books such as Beartown by Fredrik Backman, The Yellow House by Sarah M. Broom, My Sister, the Serial Killer by Oyinkan Braithwaite, Exit West by Mohsin Hamid, Dancing in the Mosque by Homeira Qaderi, and many more!

yoga practitioners - from first-timers to seasoned yogis.

Roque Rodriguez is a yoga instructor and founder of Suryaside Yoga and Wellness in Queens, NY.

Navigating Allyship p Facilitators: MƒA Master Teachers Danilsa Fernandez and Courtney Ferrell THURSDAY, MAR 10 ONLINE  COMMUNITY

PLT Facilitation Support Facilitators: MƒA Master Teachers Scott Gallagher, Ph.D., and Anoopa Singh THURSDAYS, FEB 17, MAR 17, APR 14, MAY 12 ONLINE  COMMUNITY + PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you interested in collaborating with other PLT facilitators? In this interest group, we will create a brave

Are you interested in dialoguing with teachers from

space where we can unpack facilitation problems of

various intersections of privilege about allyship? Would

practice, discuss conflict resolution, and support each

you like to share your own experiences or ask difficult

other as critical friends as we continue growing and

questions in a small, intimate setting? No one is an

learning as teacher leaders. Any PLT facilitator, new or

expert, but we can build strength and support as we

experienced, is welcome!

work together for equity. Join us in this safe space

63

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Interest Groups

to make different variations of an icosahedron using a method called snapology origami. Please come

Racism and Health: How Racial Discrimination Affects Physical Well-Being p Facilitators: MƒA Early Career Teachers Bill Rodriguez and Kevin Zhou TUESDAY, MAY 31 ONLINE  COMMUNITY

Are you interested in learning how racism affects physical health? In this interest group, we will explore the implications of racial discrimination on the physical health of both students and adults. We will examine the research on the connection between racism and physical health and then discuss how we can use this research to empower ourselves and our school communities to improve physical well-being. In this iteration, we will spend a portion of our time focused on

prepared with six pieces of card-stock, preferably three

TUESDAY, MAR 22

sheets of one color and three of a different color, as well

ONLINE

as scissors and a ruler.

Supporting Immigrant Students p Facilitator: MƒA Master Teacher Juan Carlos Perez

efficient ways to get your plus 30, finding out how to make money along the way, and discovering useful tips

THURSDAY, FEB 17

on saving for retirement at a young age? This interest

ONLINE

group is for any teacher who doesn’t already have their

 COMMUNITY

Are you interested in collaborating to support your

plus 30 and will focus on essential information you wish you had when you first became a teacher.

immigrant students and their families? Join us as we share resources to help students and their families navigate the ongoing changes in immigration policy and

Teaching at a New School This Year? Let’s Chat!

Facilitator: MƒA Master Teacher Courtney Ferrell

discuss how to support these communities given the

TUESDAY, MAR 29

economic and social-emotional consequences of the

ONLINE

pandemic.

 COMMUNITY

Are y​​ou teaching at a new school this year? Are you

Sustainability in Schools Facilitators: MƒA Master Teachers Katie McCarthy and Carley Ross and MƒA Early Career Teacher Stephen Kos

MONDAY, FEB 7

MONDAYS, FEB 28, MAR 28

ONLINE

ONLINE

 COMMUNITY

 COMMUNITY

Are you interested in participating in an authentic

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

research experience? We will review and discuss the

 COMMUNITY

Are you interested in learning the fastest, most cost-

racism towards members of the AAPI community.

Research Experience for Teachers and Students Facilitator: MƒA Master Teacher Jason Econome

Teacher Finances and Planning for Your Future Facilitator: MƒA Master Teacher Ramona Fittipaldi

interested in chatting with other teachers in the same situation? Come join us as we share experiences and support one another during this time of transition!

Teaching Evolution With ​​ “Survival of the Sickest” Facilitators: MƒA Master Teacher Jennifer Toner and MƒA Emeritus Teacher Felicia Giunta MONDAY, MAR 7 ONLINE

benefits of various research programs for teachers and

Are you interested in incorporating sustainability

students. Join us as we discuss our own experiences

into your curriculum? Are you a new sustainability

with research and how they have impacted our

coordinator looking to share best practices for getting

Are you interested in exploring how medical diseases

teaching.

your Green Team/Sustainability Club up and running?

and ailments were once beneficial to certain people?

Do you want to gain ideas for an existing club or team

Would you like to utilize this information to introduce

or get your staff more involved in sustainability efforts in

and explore evolution with your students? Join us to

your school? Join us as we explore these topics. All are

learn more about some of the evolutionary advantages

welcome, from those new to sustainability to veteran

in medicine and history presented in the book Survival

TUESDAY, FEB 8

tree-huggers and zero-wasters. Our goal is to share

of the Sickest by Dr. Sharon Moalem.

ONLINE

resources and best practices and possibly develop an

Snapology Origami Facilitator: MƒA Master Teacher Jennifer Parker

 COMMUNITY

 SCIENCE

MƒA-wide action plan for April 2022 Earth Month!

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Interest Groups Tutoring: Growing Your Side Gig Facilitators: MƒA Master Teacher Joseph Buro and MƒA Emeritus Teacher Felicia Guinta THURSDAY, APR 14 ONLINE  COMMUNITY

Are you interested in discussing ways to take the classic teacher side-job of tutoring and turn it into an amazing source of income? We have been tutoring for years and will share our strategies to make the business practice of tutoring something that you can scale to your desire -- without any worries about conflicts of interest or inconvenience to your free time.

The Wonder of Science: NGSS Tools From Paul Andersen Facilitators: MƒA Master Teacher Ida Bulalang and Olena Kebalo MONDAY, JUN 13 ONLINE  SCIENCE

Are you interested in using resources from Paul Andersen’s The Wonder of Science? Join us as we explore these valuable tools and collaborate on how best to incorporate them to create NGSS-driven and phenomena-based classrooms. We hope you will join us!

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 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 members of the MƒA community outside of the MƒA office.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

MƒAdventures

Coastal Clean Up Coordinated By: MƒA Master Teacher Cynthia Jimenez SATURDAY, MAR 12

2022 March for Science Coordinated By: MƒA Master Teacher Adam Zaid SATURDAY, APR 23 OFFSITE  COMMUNITY

OFFSITE  COMMUNITY

Are you interested in helping to make NYC more beautiful and safe? Let’s celebrate New York City’s coastlines this spring by showing them a little love. Join us for a coastal clean-up at Alley Pond Park in Queens where we will

Fossil Hunting: A Trip Through the Cretaceous Period Coordinated By: MƒA Early Career Teacher Jessica Sharoff THURSDAY, JUN 16 OFFSITE  COMMUNITY + PLEASE NOTE: THIS ADVENTURE WILL TAKE PLACE IN COLTS NECK, NJ AT THE BIG BROOK NATURE PRESERVE. THIS LOCATION IS MOST EASILY ACCESSIBLE BY CAR. THOSE WHO HAVE THEIR OWN TRANSPORTATION AND WOULD LIKE TO OFFER SPACE TO OTHERS CAN COORDINATE CARPOOLING OPTIONS.

Join us for the 2022 March for Science on Saturday, April

spend time collecting litter and connecting with other

23, 2022! This is the culminating event of Earth Week

MƒA teachers in the great outdoors. Gloves, garbage

​​​​Are you looking for a dino-mite adventure? Then become

2022 where we will celebrate our role as citizen scientists

bags and pickers will be provided. Please bring water,

a paleontologist for the day as we travel to Big Brook

and leaders in understanding and mitigating climate

sunscreen. and wear comfortable shoes you don’t mind

Nature Preserve in Colts Neck, New Jersey to find,

change and its impacts. March with everyone - students,

getting dirty.

identify, and collect fossils. During the Cretaceous Period,

family, friends, and school administration. It is more

this region was once a shallow sea. Now, the ancient sea

important than ever to have our #MfAProud voices heard as we advocate for “Science. Not Silence.” The march will take place in Manhattan. Our specific meetup location is TBD.

Bronx River Canoeing Coordinated By: MƒA Master Teacher Ramona Fittipaldi and MƒA Emeritus Teacher Andrew Mittiga THURSDAY, JUN 9 OFFSITE  COMMUNITY

Are you interested in canoeing down the Bronx River through the Bronx Zoo and New York Botanical Gardens

Elementary Teacher Spring Meetup Coordinated By: MƒA Master Teachers Sarah Leaman and Laurie Matthews

bed is being unearthed by erosion from a stream. We will walk along and through this shallow water panning for fossils. While it is rare to find a dinosaur fossil, all teachers will be able to find and go home with fossils from 67-74

THURSDAY, MAY 12

million years ago, including sharks’ teeth, belemnites,

OFFSITE

bivalves, gastropods, crinoids, and fish vertebrates. This

 COMMUNITY

MƒAdventure is a great way to gather classroom samples

Join MƒA elementary teachers as we gather at

for those who teach Earth Science but all teachers

Greenwood Park, a restaurant/pub in Brooklyn, to

interested in the ancient history of our Earth are welcome.

celebrate the spring season and the accomplishments of our cohort in-person! Make new friends and greet the old! Colleagues from your school are also welcome to join.

MƒA Family Day at Central Park Coordinated By: MƒA Master Teachers Arah Lewis and Andrew Wallace

while learning about the history of the land and how

SUNDAY, MAY 22

you and your students can help the environment? This

OFFSITE

MƒAdventure will be an amazing experience of canoeing.

 COMMUNITY

You will also learn how to take your own students on a

Are you interested in spending time with other teachers

similar canoeing trip.

who also have young children? This MƒAdventure is for teachers and their families to gather and connect. We’ll meet up at the Billy Johnson Playground in Central Park (near the Zoo and Carousel), lay out some blankets, pack a few snacks, and hope for good weather.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

MƒAdventures

Star Party on Staten Island Coordinated By: MƒA Master Teachers David Deutsch, Alia Jackson, and Jay Lang TUESDAY, APR 12

MƒA Summer Softball Coordinated By: MƒA Master Teachers Bob Burton and James Milana

OFFSITE  COMMUNITY + PLEASE NOTE: IN THE EVENT OF INCLEMENT WEATHER, THE RAIN DATE FOR THIS MƒADVENTURE IS APRIL 13, 2022.

TBD

​​​​A​re you interested in stargazing? Join us for an evening

OFFSITE

viewing the night sky with telescopes, cell phone apps,

 COMMUNITY

and other fun astronomy-related activities! The urban

Are you interested in playing gender-inclusive, casual

evening sky offers more to share than you may realize:

softball with other MƒA teachers this summer? We

planets, the moon, double stars, wispy nebula, fuzzy star

participate in a Zogsports league and have games on a

clusters, and galaxies. Teachers will have an opportunity

handful of Sundays at various locations in Manhattan.

to see a variety of telescope setups, learn about several

We hope you can join us! Please register to indicate that

cell phone apps, and search for meteorites - as well

you are interested in playing softball this summer. The

as enjoying a beautiful ferry ride to Staten Island. This

facilitators will reach out before each game to confirm if

MƒAdventure will take place at Curtis High School, just a

you are available to play in an upcoming game.

short walk from the Staten Island Ferry Terminal.

Pride March p Coordinated By: MƒA Master Teachers Pooja Bhaskar and Lisa Bueno, and MƒA Early Career Teacher Nakita VanBiene

Teachers, Take a Hike!

Coordinated By: MƒA Master Teacher Courtney Ferrell

SUNDAY, JUN 26 OFFSITE  COMMUNITY

TBD OFFSITE  COMMUNITY

​​​​Are you interested in hiking as a means to rejuvenate and

​​​​Are you interested in joining a group of MƒA teachers to

reflect as a teacher? Join us for a weekend hike! While

march in the 2022 NYC Pride Parade? Join us to march

previous hikes have included the Hudson Valley and

in our contingent, celebrate our diversity, and get a

Palisades, new suggestions are welcome and appreciated!

free t-shirt! ALL members of the MƒA community are

Once registered, teachers will be asked about available

welcome.

dates, ability levels, car pool needs, and location preferences and ideas. See you on the trail!

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Thursday Thinks Thursday Thinks are monthly STEM talks open to both 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.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Thursday Thinks

Oxford University, he received his Ph.D. from Harvard in 1985. After

algorithms would have had on actual federal, state, and

two years as a long-term member at the Institute for Advanced Study,

local elections around the country.

he joined the Princeton astrophysics faculty in 1987, where he was also Associate Faculty in the Departments of Physics and Mechanical and

Dr. Emily Riehl is an associate professor of mathematics at Johns

Aerospace Engineering. He served as Department Chair from 2006 to

Hopkins University. She was an undergraduate at Harvard University,

2016. During his term as chair, the department was consistently ranked

completed Part III of the Maths Tripos at Cambridge, earned her Ph.D.

as #1 by US News and World Report and by the NAS. In 2016, he became

at the University of Chicago, and was a Benjamin Pierce and NSF

the founding Director of the Center for Computational Astrophysics.

postdoctoral fellow at Harvard University. Her research, supported by

In 2021, he assumed leadership of the Simons Foundation. Spergel is

the National Science Foundation, involves various areas of “abstract

the author of more than 400 papers with over 115,000 citations and an

nonsense” -- specifically higher category theory, abstract homotopy

h-index of 127.

theory, and homotopy type theory. In addition, she enjoys explaining mathematical ideas through expository writing, most recently in an article “Infinity Category Theory Offers a Bird’s-Eye View of Mathematics” originally published with the title “Infinite Math” in the October 2020 issue of Scientific American.

Measuring the Shape and Age of the Universe Speaker: David Spergel, Ph.D. THURSDAY, MAR 3 ONLINE  SCIENCE

Observations of the microwave background, the leftover heat from the Big Bang, are a powerful probe of the structure of the universe. These observations address some of our fundamental questions about our universe: What is its age? What is its destiny? What is its

The Mathematics of Social Choice Speaker: Emily Riehl, Ph.D. THURSDAY, APR 7 ONLINE

The Story Collider Speaker: Nisse Greenberg With MƒA Storytellers THURSDAY, MAY 12 OFFSITE  INQUIRY, PRACTICE, AND LEADERSHIP

 MATHEMATICS

Since 2010, The Story Collider has brought true and

In this Thursday Think, Dr. Emily Riehl will explore the

personal stories about science to life through their many

paradoxes and possibilities of the mathematics of voting,

live shows and their weekly podcast. The knowledge

which seeks to answer, among other questions, if more

gained has been instrumental in teaching scientists

than two candidates run for office, how should the

how to use narrative in their work to show that science

winner be chosen? She will also assuage fears suggested

is now, more than ever, a vibrant and integral part of all

and was the Founding Director of the Center of Computational

by the famous theorem of Arrow that the only flawless

of our lives, and that everyone — regardless of class,

Astrophysics at the Flatiron Institute in New York. Spergel received his

voting method makes one voter a “dictator” and put the

race, gender, sexuality, or education — has a story to tell

undergraduate degree from Princeton in 1982. After a year of study at

theory into practice by considering the effects various

about how it has impacted them. At this Thursday Think,

composition? Is it finite or infinite? And how did it begin?

In this talk, Dr. David Spergel explores these questions to highlight the known and still unknown aspects of the universe.

Dr. David N. Spergel is the President of the Simons Foundation. He is the Charles Young Professor of Astronomy Emeritus at Princeton University

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

2016 NCTE Janet Emig Award, the 2017 GSU Urban Education Research Award and the 2018 UIC College of Education Researcher of the Year.

Thursday Thinks

She works with teachers and young people across the United States and South Africa in best practices in culturally responsive instruction. She is the author of the best-selling book, Cultivating Genius: An Equity Model for Culturally and Historically Responsive Literacy.

you’ll hear from MƒA Master Teacher storytellers as they share the times things went wrong, and occasionally right, in their labs, classrooms, and beyond. Some of the stories will be heartbreaking, others will be hilarious, but they will all be true and very personal.

Nisse Greenberg is a Senior Producer with the Story Collider. He is also an educator and storyteller who has won multiple Moth StorySlams and First Person Arts Slams. He teaches math to high school students and storytelling to adults. He is the person behind the shows Drawn Out, Bad Feelings, and VHS Presents. His playground is at nissegreenberg. com and he is Nisse@storycollider.org.

Building a Foundation For Culturally and Historically Responsive Education p Speakers: Gholdy Muhammad, Ph.D. THURSDAY, MAY 19 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

In this Thursday Think, Dr. Gholdy Muhammad will engage teachers in unpacking culture and race.

Together, culture and race will be explored and revisited in deep and multifaceted ways. Teachers will also engage in self-identity work as they explore their own cultural identities and discuss approaches to learning about the cultures and identities of their students. By the end of the talk, teachers will better understand their culture and the role of culture in their classrooms and school communities Dr. Gholnecsar (Gholdy) Muhammad is an Associate Professor of Language and Literacy at Georgia State University. She also serves as the director of the GSU Urban Literacy Collaborative & Clinic. She studies Black historical excellence within educational communities with goals of reframing curriculum and instruction today. Dr. Muhammad’s scholarship has appeared in leading educational journals and books.

Some of her recognitions include the 2014 recipient of the National Council of Teachers of English, Promising New Researcher Award, the

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Wednesday Webinars

Wednesday Webinars Wednesday Webinars are virtual workshops open to MƒA teachers and teachers applying to MƒA. Each webinar leads with a talk from a nationally recognized STEM educator, followed by breakout sessions, where small groups of teachers stay to consider how these powerful ideas can be applied in their own classrooms.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Aly will share the Compassionate Math Framework and

Wednesday Webinars

lead teachers through newly designed reflective exercises to help them tap into the emotional struggles they and

Engaging with Social and Political Themes in Computer / Data Science Education p Speaker: Sarah Van Wart, Ph.D.

their students encounter while learning or teaching

WEDNESDAY, APR 13

mathematics.

ONLINE

Dr. Geillan Aly is a mathematics educator and professor at the University

 COMPUTER SCIENCE AND TECHNOLOGY

of Hartford who received her Ph.D. in Teaching and Teacher Education

Educators are regularly called upon to help students

and a Master’s in Mathematics from the University of Arizona. Her

make sense of their technologically mediated worlds.

research focuses on the emotional side of learning mathematics and includes how computer-centered learning has affected students’

This involves helping students to “think computationally,”

abilities to control their learning environment and how meditation

write code, and/or gather and analyze data. This also

may reduce students’ mathematics anxiety. Underlying all of Dr. Aly’s

(increasingly) involves helping them consider the broader

teaching and research is a dedication to diversity, equity, inclusion, and

social and political impacts of these technologies and

social justice in mathematics education. She enjoys traveling, seeing live music, and is an avid chef. Aly is also a wife and mother of a beautiful boy. They live near Hartford, CT.

methods. In this talk, Dr. Sarah Van Wart will describe a few different approaches that she has taken – citizen science, civic advocacy, and app prototyping – to help young people engage with problems that are at the same time technical, social, and political. Dr. Van Wart will also share resources that have been helpful as she has tried to figure out how to balance these themes in her own teaching practice.

Dr. Sarah Van Wart is an Assistant Professor of Instruction in the Department of Computer Science at Northwestern University. She

Teaching Mathematics with Compassion p Speaker: Geillan Aly, Ph.D.

develops and teaches courses in human-computer interaction, web design/development, introductory programming, and computing/data ethics. She also co-directs the TREE Lab with Dr. Sepehr Vakil, where she

WEDNESDAY, MAR 23

designs and studies tools, activities, and other supports to help broad

ONLINE

audiences (community groups, young people, etc.) learn about data,

 MATHEMATICS

computing, and their broader impacts. Van Wart received her Ph.D. in Information Science from the UC Berkeley School of Information,

In this talk, Dr. Geillan Aly will introduce the

where she studied the role of data and computing in supporting civic

Compassionate Math Framework, which attempts to

participation and advocacy among high school students. Prior to joining

address a significant need in mathematics education, namely that learning mathematics is both an emotional

academia, she worked as a software designer/developer, building data and communication systems to support public accountability for city and regional development projects.

and intellectual act. The goal for Compassionate Math is to help teachers work through or around the emotional challenges of learning and teaching math so that their students can be their best mathematical selves. The idea is to bring the affective (emotional) side of learning math to the forefront, a side that is all too often forgotten. This includes thinking about how anxiety and identity affect our efficacy as teachers, especially through the lens of equity and social justice, and how that contributes to limiting our mathematical achievements. In this talk, Dr. 73

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Dr. Alexis Padilla is a blind brown Latinx engaged scholar and activist

Wednesday Webinars

currently affiliated with Phillips Theological Seminary in Tulsa, Oklahoma. Apart from an emerging interest in intersectional disability theology, Dr. Padilla’s research explores emancipatory learning and radical agency in the context of decolonial Latinx intersectionality and critical disability studies, emphasizing the activist/disability advocacy vantage point combined with actionable dimensions of inclusive equity research and practice.

Dr. Paulo Tan is a Lecturer in the School of Education at Johns Hopkins University whose research focuses on advancing intersectional equity and justice in and through mathematics education centering disabilities.

Humanizing Disabilities in Math Education: An Intersectional Justice Approach p Speaker: Alexis Padilla, Ph.D., and Paulo Tan, Ph.D. WEDNESDAY, MAY 11 ONLINE  MATHEMATICS

Historically, disabled students have been dehumanized in education, and particularly so in research and practice related to mathematics. Typically in school, they are only offered access to low-rigor mathematics emphasizing rote procedures and narrow skills, and are often segregated physically and socially from their nondisabled peers. Educators are crucial to the humanization of disabled students via anti-ableist and antiracist work toward systemic transformation. In this presentation, Drs. Padilla and Tan share how an intersectional justice approach is crucial in humanizing mathematics education for and with disabled students.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Fellowship Meetings

Fellowship Meetings Fellowship Meetings are one-time workshops for teachers to attend with their cohort at distinct points during their fellowship. These are either informational and meant to assist teachers in applying to their next fellowship, or they are workshops from the MƒA ƒundamentals series.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Fellowship Meetings MƒA ƒundamentals Part 1: The Five Dimensions of Powerful Classrooms Coordinated By: Chief Academic Officer Eileen Murray, Ph.D., Senior Education Researcher John Russell, Ed.D., Program Officer for Professional Development Uzma Shah, and MƒA Program Officer for Engagement and Communications Jennifer Cody TUESDAY, MAR 15 WEDNESDAY, APR 27 ONLINE  COHORT & FELLOWSHIP MEETINGS + PLEASE NOTE: ATTENDANCE IS REQUIRED FOR ANY MTII+ WHO BEGAN THEIR FELLOWSHIP IN FALL 2020 AND EARLY CAREER TEACHERS WHO BEGAN MASTER TEACHER FELLOWSHIPS IN WINTER 2021. TEACHERS CAN CHOOSE TO ATTEND ON EITHER MARCH 15 OR APRIL 27.

This is the first in MƒA’s sequence of workshops to orient Master Teachers to the frameworks for teaching and learning that serve as the basis for the work we do at MƒA. The purpose of MƒA ƒundamentals is for MƒA teachers to develop a common language that will support collaboration and amplify MƒA’s overall impact. In this workshop, teachers will learn about a framework that describes high-quality STEM instruction called Teaching for Robust Understanding (TRU).

The TRU framework’s five dimensions of powerful learning environments apply to all classrooms 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 own professional learning experience at MƒA over the course of their fellowship.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Community Contributions Community Contributions are 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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Community Contributions Applicant Screener Coordinated By: MƒA Director of Admissions & Recruitment Ava Javid THURSDAY, MAY 26

Brainstorm and Build Facilitator Coordinated By: MƒA Program Officers for Professional Development Courtney Ginsberg and Uzma Shah TUESDAY, FEB 8 THURSDAY, FEB 17 WEDNESDAY, MAR 23 ONLINE  COMMUNITY

Praxis Prep Session Facilitator Coordinated By: MƒA Director of Admissions & Recruitment Ava Javid TUESDAY, FEB 8 ONLINE  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:

 COMMUNITY

MƒA? Are you interested in supporting and encouraging

2/17: BIOLOGY, CHEMISTRY, ELEMENTARY MATHEMATICS, ELEMENTARY SCIENCE, GENERAL SCIENCE, PHYSICS, EARTH SCIENCE, MATHEMATICS

+ PLEASE NOTE: SCREENERS MUST BE AVAILABLE FROM 8:00 A.M. - 5:00 P.M. ON AT LEAST ONE OF THE FOLLOWING DATES: 6/4, 6/5, 6/11, 6/12, 6/25, OR 6/26.

other MƒA teachers to do the same? Join us as we create

3/8: BIOLOGY, MATHEMATICS

ONLINE

Screeners help MƒA identify applicants with a strong foundation in content, pedagogy, and knowledge of students to become a part of our MƒA community of teachers. Screeners will be assigned to an interview panel to help gain insight on fellowship finalists as they participate in a two-part virtual interview process.

Screeners will first attend a mandatory virtual orientation

Have you successfully proposed and facilitated courses at

a warm and inviting space for teachers to share and

Praxis Prep Session Facilitators play a key role in helping

workshop their course proposal ideas. As a Brainstorm

prospective MƒA applicants prepare to take the Praxis

and Build Facilitator, you will work with members of the

test in their content areas. Additionally, the facilitator

PD team to plan and co-lead two engaging sessions for

often serves as a person on the frontline of recruitment,

participating teachers. Whether they don’t know where to

not only answering content-related questions, but also

start, have questions about the process, have an idea and

responding to general questions about MƒA fellowships.

want to solidify it, are looking for a co-facilitator, or all of

As part of this community contribution, Praxis Prep

the above, you can help guide them on their journey.

Session Facilitators will attend a virtual orientation to learn about their roles and responsibilities and will later lead a

meeting to review the screening process. Then, on their assigned screening day, they will collaborate with a team of other experts to observe applicants’ presentations and conduct interviews via Zoom. Over the course of the day,

Information Session Host Coordinated By: MƒA Director of Admissions & Recruitment Ava Javid

screeners will interview up to five teacher applicants and

TUESDAY, FEB 8

share guidance as to whether candidates meet the MƒA

ONLINE

Master Teacher Fellowship criteria. Being selected for this

 COMMUNITY

community contribution does not guarantee a spot as a

+ PLEASE NOTE: INFORMATION SESSIONS HOSTS MUST BE AVAILABLE FROM 5:30 - 7:30 P.M. ON AT LEAST TWO OF THE FOLLOWING DATES: 2/15, 3/1, 3/15, OR 3/29.

screener. Final Applicant Screener selection will be based on the number of applications received by April 2022. All teachers will be notified shortly thereafter as to whether or not they have been assigned to screen.

78

Current MƒA teachers are essential in encouraging and supporting prospective applicants through the application

two-hour Praxis Prep Session with prospective applicants in the subject area they teach.

Professional Development Catalog Builder Coordinated By: MƒA Director of Professional Development Leah Hirsch and MƒA Program Officers Courtney Ginsberg and Uzma Shah TUESDAYS, APR 5, APR 26 ONLINE  COMMUNITY

process. A great way to do this is by being an Information

Are you interested in playing an integral role in supporting

Session Host this spring! We are looking for teachers

the design of the MƒA Professional Development Catalog?

interested in building on MƒA’s diversity and inclusion

Join us as we review teacher course proposals and plan

efforts and willing to share their MƒA experiences with

the MƒA program for the 2022-2023 academic year. As a

others. All Information Session Hosts will prepare to guide

team, we’ll discuss how the TRU frameworks for powerful

applicants by attending a virtual orientation meeting to

classrooms and professional growth shape our catalog

become familiar with their roles and responsibilities. Then

design process, read and offer insights about course

they will be required to help facilitate two information

proposals, and collaborate to plan a program

sessions in the spring semester.

that responds to the wants and needs of the MƒA

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2022

Community Contributions

Restorative Justice Collaborator p Coordinated By: MƒA Chief Academic Officer Eileen Murray, Ph.D. WEDNESDAYS, FEB 9, MAR 23, MAY 25

teacher community. Please note, Catalog Builders will be expected to read and evaluate course proposals in between our two sessions together.

Program Evaluation Advisor Coordinated By: MƒA Director of Program Evaluation Jenny Hanrahan and MƒA Research Associate Tsamchoe Dolma THURSDAY, MAR 24 WEDNESDAY, APR 6 ONLINE  COMMUNITY

Do you enjoy data analysis and want to contribute to MƒA’s efforts to learn about collaborations between MƒA Master Teachers in their second, third, or fourth fellowships? MƒA’s Program Evaluation (PE) team sent a

ONLINE  COMMUNITY

Restorative justice is a set of principles and practices

Teaching Resources Screener Coordinated By: MƒA Senior Education Researcher John Russell and MƒA Master Teachers Jeffrey Lowenhaupt and Michelle Sims THURSDAYS, FEB 10, MAY 12 ONLINE  COMMUNITY

based on the values of respect and accountability. These

Once a PLT ends, what happens with the materials that

practices, with roots in Indigenous communities, can be

teachers created together? Are they destined to live in a

used to build and maintain relationships and also to repair

Google Drive collecting electronic dust, or are there ways

harm when necessary. They can become transformative

they can be shared with others through the Small-World

for a community. In this community contribution, we will

Network? In this community contribution, we will lay the

explore the foundations of restorative and transformative

groundwork to build a repository of materials created by

justice, community accountability, and strategies

and for MƒA teachers, whether in PLTs or through other

for addressing how we can make MƒA a safer space

courses or professional development opportunities. We

personally and structurally. Join us to collaboratively

will also consider how other organizations screen and

begin the process of establishing a restorative justice

evaluate teacher-created resources and think through

program that will help us nurture MƒA as a space that

how materials at MƒA are created and how they might be

supports and respects the inherent dignity and worth of

vetted, organized, and retrieved.

all teachers and staff.

survey in Spring 2021 designed to collect data about such collaborations. We received over 280 survey responses with 334 different MƒA teachers named as collaborators.

The PE team is using this data for social network analysis, allowing us to answer questions such as: How much collaboration is there between math and science teachers at MƒA? Do teachers in schools with several MƒA teachers collaborate mostly with teachers in their own school? We will analyze these data and share our findings with the MƒA community. Teachers in this community contribution will review the data and provide feedback on the analysis.

Please join us as thought partners in this work.

Small-World Network Community Mobilizer Coordinated By: MƒA Program Officer for Engagement and Communications Jennifer Cody WEDNESDAYS, FEB 9, APR 13 ONLINE  COMMUNITY

Are you interested in sharing your knowledge with the MƒA community and connecting with your colleagues online? Join us as we help initiate discussions and respond to questions on the Small-World Network (SWN).

Mobilizers will be asked to log into the SWN at least once per week to respond to posts or ask questions of their own. Mobilizers will also be responsible for selecting at least one post per week to highlight in the community digest email.

*Community Contributions are opportunities for Master Teachers who have completed more than one fellowship.

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