MƒA Fall 2018 Professional Development Course Catalog

Professional Development Catalog Fall Semester: September 2018 - January 2019

Contents MƒA Programming

3

General Information & Registration

4

Fellowship Specifics

5

Summary of PD Courses

6

Professional Learning Teams (PLTs)

9

Mini-Courses

19

Extended Length Courses

32

Single Session Workshops

36

Cohort and Fellowship Meetings

49

Interest Groups

53

Thursday Thinks

59

Chancellor’s Day Workshops

62

Community Contributions

64

2

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

MƒA Professional Development

MƒA offers a variety of different types of professional development throughout the year.

Professional Learning Teams (PLTs) are a series of four connected workshops that meet over the course of the semester and consist of small teams of teachers who come together over a sustained period of time to deeply explore problems of practice. Participants bring attention, focus, and a willingness to move beyond sharing lessons and ideas to critically examine student work, research, and classroom practice. Please watch our PLT video here.

Mini-Courses are a series of connected workshops where experts from outside academic institutions and from the MƒA Master Teacher community engage MƒA teachers 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 outside academic institutions and from the MƒA Master Teacher community engage MƒA teachers at the cutting edge of their content area and/or pedagogical practice.

Single Session Workshops are one-time workshops where experts from the MƒA Master Teacher community as well as outside academic institutions engage MƒA teachers at the cutting edge of their content area and/or pedagogical practice.

Cohort and Fellowship Meetings are monthly workshops or one-time sessions specifically designed for certain cohorts; please refer to page 5 for attendance requirements by cohort.

Interest Groups are meetings during which small groups of teachers gather informally around a common interest. They provide opportunities to make connections and begin conversations with MƒA colleagues. Participating in an Interest Group does not count as credit towards minimum attendance requirements.

Thursday Thinks are monthly events, open to both MƒA Teachers and their colleagues from the larger math and science community. These events feature engaging and accomplished speakers who delve into cutting edge topics in math and science. Participating in a Thursday Think does not count as credit towards minimum attendance requirements.

Chancellor’s Day Workshops are full day workshops for MƒA teachers where experts from the MƒA Master Teacher community as well as outside academic institutions engage MƒA teachers at the cutting edge of their content area and/or pedagogical practice. Participating in a Chancellor’s Day Workshop does not count as credit towards minimum attendance requirements.

Community Contributions are required for Master Teachers who have renewed their fellowship in 2016, 2017, 2018 (Master Teacher II, III, or IV+). They provide opportunities for teachers to deepen their connection within the MƒA community through admissions, recruitment, mentoring, communications, facilitation, and more. Please review each opportunity for its unique structure and requirements.

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3

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

GENERAL INFORMATION Most MƒA programming takes place at the MƒA office. Some courses 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 teachers are expected to be on time for workshops. The MƒA lounge is available for teachers to work after school. Pizza will be served and you should plan to arrive at your workshop location with enough time to be settled in the classrooms and ready to begin.

In the event of a NYC DOE public school closing, all MƒA programming will be canceled that day.

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

Parent Teacher Conferences

Curriculum Nights

Elementary School

November 14 & 15

September 13

Middle School

November 27 & 28

High School

November 29 & 30

September 20 September 26

REGISTRATION Registration is required for all MƒA professional development and must be done on the Small-World Network.

August 28, 4 pm: Community Contribution registration begins - For all Master Teachers in their 2nd fellowship and beyond.

September 4, 4 pm: Limited Registration begins - During the two day Limited Registration Period, you may register for two credit bearing courses and add yourself to two waitlists. You are free to register for as many non-credit bearing as you can commit to attending.

September 6, 4 pm: Open Registration begins - When Open Registration begins, you may register for as many additional courses as you can commit to attending in full.

Register at: mfa.force.com/smallworldnetwork 4

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Fellowship Specifics Requirements & Expectations for All Fellowships

Fellowship Years

Fellowship General Requirements

1st

2nd

3rd

4th

1st

2nd

3rd

4th

Register and attend Fellowship Orientation

×

×

×

Register and attend Monthly Cohort Meeting(s)

×

×

×

2nd

3rd

4th

×

×

×

Inform MƒA if you registered but know you’ll be absent for an workshop or event Read the Exponent & respond to all emails sent from MƒA Inform MƒA if your teaching status is changing (new job, change in teaching program, FMLA, moving, etc.)

Encouraged for All Fellowships Attend courses and workshops beyond the required minimum, *particularly for MTs interested in applying fro MT II Propose and facilitate courses at MƒA Attend other MƒA community events Share your MƒA experiences and expertise at your school Early Career Fellowship Fellowship Specific Requirements

Register and attend Annual Cohort Meeting(s)

×

Meet the minimum attendance requirement of 10 workshops Maintain a consistent presence at MƒA throughout the year Complete all MƒA surveys on time Master Teacher Fellowship Fellowship Specific Requirements

1st Register and attend Fellowship Orientation Maintain a consistent presence at MƒA throughout the year Meet the minimum attendance requirements of 7 workshops Complete all MƒA surveys on time Mid-Fellowship Meeting at start of the 3rd fellowship year is required for all MTs

×

×

Master Teacher Renewal Information Session is encouraged for all teachers applying to be a MT II, III, or IV+

×

×

×

1st

2nd

3rd

4th

×

×

×

×

Master Teacher Fellowship II, III, IV Fellowship Specific Requirements Register and attend Fellowship Orientation Maintain a consistent presence at MƒA throughout the year Meet the minimum attendance requirement of 7 workshops Register & complete 2 Community Contributions (over the course of your first 3 years)

×

Complete all MƒA surveys on time 5

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Summary of PD Courses COMPUTER SCIENCE AND TECHNOLOGY

Asian American Educators Affinity Group (IG)

Infusing Social Justice in High School Math and Science Classrooms (PLT)

Small-World Network Community Mobilizer (CC)

Assessing Student Learning in the Computer Science Classroom (PLT)

Astor Fellowship Information Session

Inter-visitations: Beyond the Courses and Workshops (IG)

The Socratic Circle (SSW)

Building Inclusive Makerspaces (MINI)

Becoming a Google Certified Educator (IG)

Living the Lives We Want (IG)

Status in the STEM Classroom (SSW)

Making with Meaning: Bridging Engineering Design with Content (PLT)

STEM and Equity Book Club (PLT)

Mastery-Based Learning in Math and Science: An Introduction (SSW)

Summer Think Planner (CC)

Coding with EarSketch (SSW) Designing Projects with 3D Printers (PLT)

From Bits to Beatles: Representing the World Digitally (SSW)

(IG)

Brand Yourself with a Twitter Personal Learning Network (IG) Building (and Re-Building) Authentic Relationships (MINI)

Supporting Immigrant Students (IG)

Microaggressions and Microinvalidations in a STEM Classroom (SSW)

Supporting Productive Struggle in STEM (PLT)

Complex Instruction: Supporting Equity in the Secondary STEM Classroom (PLT)

Multilingual Students in the STEM Classroom (SSW)

Sustainability and Design Thinking for the 21st Century Learner (CDW)

MƒA Focus Group (SSW)

Connecting LGBTQIA+ Teachers (IG)

National Board Certification: Information & Support (IG)

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

Getting to Know Unity (SSW) Goldilocks was Right! Just Right Learning in a Self-Paced Classroom

College Access (SSW)

Introduction to Computer Science (ELC)

Introduction to Programming with JavaScript and p5.js (MINI) Introduction to Python (MINI) Success in 3D Printing – Introduction to Planning, Purchasing, and Maintenance (SSW) Teach More, Talk Less: Using Video to Create a Blended or Flipped Classroom (MINI) Using Python to Problem-Solve (MINI)

Diving into the International Baccalaureate Curricula (IG)

Overbooked (IG)

Early Career Teacher Mentor (Year Long) (CC)

PLT Facilitation: Developing your Skills as Leaders (PLT)

Early Career Teacher PLT Facilitator (Year Long) (CC)

The Power of Building Relational Trust in our Teacher Teams (SSW)

Education Research Club (IG)

PRAXIS Warm-Up Facilitator

Engaging the Extremes (MINI)

Preparing Students for College Success (IG)

Exploring Adolescent Psychology (PLT)

Facilitating Independent Reading (IG)

Professional Development Intervisitation (CC)

Fall Function Advisors (CC)

Putting the ‘A’ in STEAM (PLT)

Fund for Teachers Info Session (IG)

Putting the “Co” in Co-Teaching (SSW)

Advisory Activities for College Readiness (SSW)

Hard Conversations on Race and Equity: Facilitation Support for Teacher Leaders (MINI)

Puzzles, Play, and Problem-Solving: Breakout EDU in the STEM Classroom

ALL-ED: A Framework for Differentiation (MINI)

A Historical Look at School Discipline in New York City (SSW)

Racially Relevant Pedagogy (PLT)

The Art of Questioning: The Whats, Whys and Hows of Crafting Better Questions (MINI)

How to Design Project-Based Learning Experiences (MINI)

Scientists and Mathematicians Like Me: Teaching Racially Expansive Histories (PLT)

INQUIRY, PRACTICE & LEADERSHIP Action Research: Incorporating it into your Pedagogy (ELC)

6

STEM in the Title 1 Community (IG)

Mastery-Based Learning Q&A (SSW)

Coaches of Competitive Academic Teams (IG)

(SSW)

Special Education Meet-Up (IG)

Information Session Host (CC)

(MINI)

Reality Pedagogy Book Club (PLT)

Supporting Student Activists (IG)

(MINI)

Talk to Anyone: Improv for Professional Networking (SSW) Teacher Scripted Op-eds (IG) Teachers, Take a Hike! (IG)

KEY Professional Learning Teams (PLT) Mini-Courses (MINI) Extended Length Courses (ELC) Single Session Workshops (SSW) Cohort Meetings (CM) Interest Groups (IG) Thursday Thinks (TT) Chancellor’s Day Workshops (CDW) Community Contributions (CC)

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Summary of PD Courses, ctd.

Teaching and Learning Through Travel (IG)

Developing Mathematical Concepts Through Guided Discovery Approach

Think with your Hands: Innovation in the Classroom with LEGO® Serious Play® (MINI)

(SSW)

Thursday Think: Master Teachers on Teaching (TT) Trauma Informed Teaching and Learning (MINI) What Did You Learn? (IG) YouTube as an Educational Instrument (SSW)

Developing Mathematics — A Landscape of Learning for Grades K-10 (ELC) Discovery or Invention? (SSW)

Algebraic Reasoning Across the K-8 Progression (PLT) Beginner Calculus Teacher Meet-Up (IG)

Building Algebraic Routines: A Problem Strings Working Group (PLT) Building Durable Understandings in Pre-Calculus (PLT) Calculus: Investigating Teaching and Learning (PLT) Chess for Beginners (IG)

The Math in Board Games (IG)

Using PhET Simulations in the Mathematics Classroom (MINI)

Math Trails: Using the City as a Rich Context for Mathematical Inquiry

Vertical Progressions in K-12 Math Practices (PLT)

(SSW)

Wonder-Worthy Mathematics (SSW)

Math-as-Democracy Pedagogy (MINI)

Discovery-Based Calculus (MINI)

The Mathematics of Gerrymandering: Gerry Rig Your Classroom! (PLT)

Doing and Implementing Rich Math Tasks in Algebra (PLT)

Nix the Tricks (SSW)

Adapting Chemistry POGIL Activities for Your Classroom (PLT)

Number Routines in Mathematics Classrooms (MINI)

Anchors Away in Chemistry Classrooms (MINI)

On Mindset and Practices for Belonging-centered Mathematics Instruction (MINI)

AP Chemistry: Aligning Practice (PLT)

Performance Based Assessment Tasks (PBATs) in Mathematics (PLT)

AP/IB Biology: Students Working with Primary Data to Improve Science Skills (PLT)

Egyptian Fractions (SSW) Engaging Activities in AP Statistics (PLT)

MATHEMATICS

Let’s Get Visual! (PLT)

Exploring Hyperbolic Geometry and Topological Spaces (SSW) Exploring Mathematical Models through Japanese Lesson Study (PLT) Five Practices for Orchestrating Productive Mathematics Discussion (ELC)

Formative Assessment in Mathematics Classrooms (PLT) From Repeated Addition to the Quotient Rule: Multiplication and Division K to 12 (SSW)

Counting Circles to Support Building Number Fluency (SSW)

How the Binomial Theorem, Random Walks, and Standard Deviation Help You Invest (MINI)

A Critical Examination of Mathematics in Popular Culture (SSW)

Instructional Routines in the Mathematics Classroom (MINI)

Cutting into the Wallpaper Symmetry Groups (MINI)

Probability and Matrices (MINI) Problem strings, Number strings, Algebra strings — A history and framework (SSW) The Problem with Pentagons (SSW) Productive Classwork in Algebra II: “Working Hard at Work Worth Doing”

SCIENCE

AP Psychology Subject Meet-Up (IG)

Authentic Research with Corner Store Experiments (MINI) Beg, Steal, Borrow (IG) Chemistry Demo Derby – a Phenomena(lly)-Oriented Edition (SSW)

(PLT)

Programming DeltaMath Modules (MINI)

SET®: Using a (Simple) Game to Explore Mathematics (MINI)

KEY Professional Learning Teams (PLT)

Thursday Think: The Art of Logic (TT)

Mini-Courses (MINI)

The Integers, Rationals, and Real Numbers (MINI)

Transformations in Geometry (CDW)

Extended Length Courses (ELC)

Two-Minute Proofs (SSW)

Single Session Workshops (SSW)

Deepening Math Learning through an Intersectional Lens (IG)

An Introduction to Boolean Algebra and Circuit Optimization SSW)

Uncovering Mathematical Competence in Unexpected Places

Cohort Meetings (CM)

Designing and Incorporating Handson Construction-Based Activities in Geometry (PLT)

Investigations: How to pose problems so that students learn new mathematics (MINI)

(SSW)

It’s a Mod, Mod, Mod, Mod World!

Using Discrete Mathematics Problems in Secondary Teaching (MINI)

(SSW)

7

Understanding the Geometry Common Core Standards (IG)

Interest Groups (IG) Thursday Thinks (TT) Chancellor’s Day Workshops (CDW) Community Contributions (CC)

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Summary of PD Courses, ctd.

Climate Change in the Physics and Chemistry Classrooms (PLT)

Genes, Genetics, and Genomics (SSW)

COHORT & FELLOWSHIP MEETINGS

Glass in the Class: The Science of Glass (SSW)

Columbia University Summer Research Program for Science Teachers (IG)

2016 Master Teacher Mid-Fellowship Check-In (CM)

Hack the Helix at Biotech without Borders (BwB)

2017 Early Career Teacher Cohort Meetings (CM)

Corals in the Classroom (MINI)

Harlem DNA at MƒA - Human DNA Fingerprint: Genotyping a “Jumping Gene” (MINI)

Crafting Case Studies in Physical and Earth Science: A Lens for Teaching (PLT)

(PLT)

2018 Early Career Teacher Cohort Meetings (CM) 2018 New Master Teacher Orientations (CM) 2018 New Early Career Teacher Orientation (CM)

Crickets in the Classroom (SSW)

Hijacking the Genome: a Field Guide to using CRISPR in Cancer Research (SSW)

Deciphering the Secrets Held within Meteorites (SSW)

An Insider’s Guide to Science Olympiad (SSW)

Designing Rigorous Earth Science Tasks (PLT)

Mangrove Mystery -- The Missing Carbon (TT)

Developing Thought-Provoking Physics Labs (PLT)

The Mechanics of Mechanics: Physics Demo Derby

Drink your Trees: Connecting your Students to their Forest-filtered Water Supply (MINI)

(SSW)

The Molecular Taxonomy of Guilt or Innocence (SSW)

MƒA Elementary Teacher Cohort Meeting: Community Building Night (CM)

Earth Science Subject Meet-Up (IG)

New York City’s Water Story with NYC Department of Environmental Protection (MINI)

MƒA Elementary Teacher Cohort Meeting: LEGO® Serious Play® for Teachers (CM)

The Process of Fossil Preservation by Nature Through the Study of a Fossil Collection (SSW)

MƒA Elementary Teacher Cohort Meeting: Standards-Mastery Scales in K-5 Math (CM)

Real-World Application of Biotechnology with the PTC Bitterness Tasting Gene (MINI)

Working Towards a Master Teacher Fellowship (CM)

Effective Co-Teaching Strategies for Science Teachers (IG) Effectively Using Phenomena to Promote 3D Learning (PLT) Elementary Science Collaborative Planning with Amplify Science Curriculum (IG) Empowering Students to Build Climate Resilient Schools (MINI) Engaging Students in Open-Ended Inquiry Activities in the Physics Classroom (MINI) Evaluating Scientific Claims: An Intro to Statistics, Probability and Hypothesis Testing (SSW) Exploring Evolution for Living Environment Teachers with HHMI BioInteractive (ELC) Facilitating Student-Designed Case Studies in Life Science (PLT)

Signs of the Seasons: An Introduction to Phenology (CDW)

Taking Small Steps to Improve Your Physics Pedagogy (SSW)

KEY

Teaching the Great Diseases in your Classroom: Cancer (ELC)

Professional Learning Teams (PLT)

Thursday Think: The Marshall Islands -- A Nuclear Legacy (TT)

Extended Length Courses (ELC)

Thursday Think: The Real Changes of NGSS (TT) Translating Neuroscience Research into Classroom Practices (MINI)

Find your Inner Equilibrium for Teaching Equilibrium

Using Video to Catalyze Learning: A Model Flipped Classroom in Chemistry (MINI)

First-Hand Exposure to Spectroscopy and Microscopy Techniques (MINI)

Wild Edibles: Urban Foraging (SSW)

From Isodope to Isopope: Isotopes as a Window Into the Past (SSW)

(MINI)

8

MƒA Elementary Teacher Cohort Meeting: 3-D Thinking (CM)

Routines for All Learners in the Living Environment Classroom (PLT)

Facilitating the Transition to the New Science Standards in Your Middle School (PLT) (MINI)

MfA Elementary Teacher Cohort Meeting: Fluency and Reasoning with Pattern Blocks (CM)

Water Flow and Transport Models For the Classroom

Mini-Courses (MINI) Single Session Workshops (SSW) Cohort Meetings (CM) Interest Groups (IG) Thursday Thinks (TT) Chancellor’s Day Workshops (CDW) Community Contributions (CC)

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Professional Learning Teams (PLTs) Professional Learning Teams (PLTs) meet four times over the course of the semester and consist of small teams of teachers who come together over a sustained period of time to deeply explore problems of practice. Participants bring attention, focus, and a willingness to move beyond sharing lessons and ideas to critically examine student work, research, and classroom practice.

9

MĆ’A PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Professional Learning Teams (PLTs)

students, Special Education students, and students with

teachers will investigate, reflect, and imagine how they

different learning styles and abilities) while ensuring that

can incorporate these ideas into their own everyday

essential elements of a POGIL activity are maintained.

teaching.

Algebraic Reasoning Across the K-8 Progression Facilitators: MƒA Master Teachers Sophie Brady, Sharon Goodman, Leigh Kusinski, and Kady Safar

AP/IB Biology: Students Working with Primary Data to Improve Science Skills Facilitators: MƒA Master Teachers Lola Oyediran and Marisa Wagner

WEDNESDAYS, OCT 3, OCT 24, DEC 5, JAN 9 MƒA  MATHEMATICS

What does algebraic reasoning look like across a K-8

Adapting Chemistry POGIL Activities for Your Classroom Facilitators: MƒA Master Teachers Anna Annina, Denice Gamper, and Sarah Gribbin THURSDAYS, SEP 20, OCT 18, NOV 15, DEC 6, JAN 10 MƒA  SCIENCE + PLEASE NOTE: THIS IS A FIVE SESSION PLT. ADDITIONALLY, NOV 15 IS A DOE ELEMENTARY SCHOOL PARENT TEACHER CONFERENCE DATE.

 SCIENCE

progression? In this PLT, teachers in grades K-8 will

How can we incorporate students working with primary

work together to explore big ideas in algebraic thinking

data into our lessons with an eye towards honing our

including equivalence, generalizing, and the various

students’ science skills? During the first three sessions of

ways in which variables are used. We will explore ways

this PLT, teachers will bring in data from primary articles

to deepen student understanding of these mathematical

that they wish to use in their classrooms. The team

relationships, as well as teachers’ approaches to these

will work together to create short, student-centered

topics, in a way that scaffolds student learning over the

classroom activities based on the data in the primary

course of their educational journeys. Through studying

article. Teachers will then take these activities back to

relevant research, applying strategies and approaches

their classrooms to use with their students. During the

discussed in the group, and collecting artifacts from

final session, teachers will report back to the team with

our classrooms, we will work together to build a K-8

student work in order to reflect upon the efficacy of

continuum of algebraic reasoning in order to inform

each activity. The team will then collaborate to revise

our instructional approaches to these topics in our

and improve each activity accordingly. The goal is that,

classrooms.

together, we will create a bank of student-centered, data-driven activities in various content areas, which

AP Chemistry: Aligning Practice Facilitators: MƒA Master Teachers Naoual Eljastimi and Emily Hart MONDAYS, SEP 24, OCT 29, DEC 3, JAN 14 MƒA

POGIL is a student-centered instructional approach

 SCIENCE

that is designed to develop discipline specific content

This PLT is designed for AP Chemistry teachers

mastery and key process skills such as critical thinking,

who want to share what they’ve learned from their

effective communication and teamwork. In this PLT,

classrooms and engage in investigating what works

we will explore how to implement POGIL activities that

for other teachers as well. Each session, different

address the needs of all of our students. We’ll begin

teachers will present short interactive lessons

by looking at a Flinn Chemistry POGIL activity and

showcasing what they teach and how they teach it.

experiment with them in our classrooms. We will then

These lessons will include real-life applications, new

explore how to modify or adapt published POGILs to

teaching approaches, student activities and aligned

meet the needs of specific student populations, (ie. ENL

AP Chemistry exam questions. Through these cycles,

10

MONDAYS, OCT 15, NOV 19, DEC 17, JAN 28 MƒA

are aligned with AP/IB/NGSS standards, that can help to drive our lessons.

Assessing Student Learning in the Computer Science Classroom Facilitators: MƒA Master Teachers Kayleigh Rose and Margaret Tanzosh MONDAYS, SEP 24, OCT 22, NOV 26, JAN 7 MƒA  COMPUTER SCIENCE AND TECHNOLOGY + PLEASE NOTE: TEACHERS WILL BE ASKED TO BRING IN AND SHARE RESOURCES OF ESTABLISHED CURRICULA THEY FIND VALUABLE - SUCH AS CODE.ORG, BEAUTY AND JOY OF COMPUTING, AND CS50 - AND ASSIST EACH OTHER IN ADAPTING THEM TO THE NEEDS OF THE STUDENTS.

Are you looking for new ways to assess students’ understanding of the principles of computer MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Professional Learning Teams (PLTs) science through engaging coding tasks? This PLT is for teachers who are teaching computer science (including, but not limited to, AP Computer Science Principles) that are looking to assess student understanding of key questions such as: What is an algorithm? Why does programming use abstraction?

How can we create a simulation? How can I make my code more efficient? Throughout this PLT, teachers will support each other in embedding engaging tasks that enable students to develop a deeper understanding of coding principles as well as allow us to gain insights into how they are thinking. Teachers will also practice appropriate questioning and feedback techniques to help students develop their coding abilities. As a team, we will reflect and give each other feedback on the assessment strategies we are trying out in our classrooms.

Building Algebraic Routines: A Problem Strings Working Group Facilitators: MƒA Master Teachers Geoffrey Enriquez and Kari Ostrem THURDAYS, SEP 27, OCT 18, NOV 8, DEC 6 MƒA  MATHEMATICS + PLEASE NOTE: TEACHERS WILL EACH NEED THEIR OWN COPY OF ALGEBRA AND ADVANCED ALGEBRA PROBLEM STRINGS BY PAMELA WEBER HARRIS AND KARA IMM.

A big challenge for math teachers is to figure out ways to provide access to algebra, and to help students make sense of algebraic skills. “Problem Strings” are a tool to address this issue by providing a systematic approach for students to discover patterns and structures within mathematics through exploring a “String” of mathematical statements. In this PLT, we will discuss how to use Problem Strings as short interventions designed to help students better understand algebraic

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concepts. Together we will practice, develop and

and contribute to a wealth of resources from past and

troubleshoot the implementation of “Problem Strings”.

present calculus PLTs. Since our work is centered on both student performance and teacher growth, all PLT

Building Durable Understandings in Pre-Calculus Facilitators: MƒA Master Teachers Amos Levy and Michael Riccardo WEDNESDAYS, OCT 3, NOV 7, NOV 28, JAN 2 MƒA  MATHEMATICS + PLEASE NOTE: NOV 28 IS A DOE MIDDLE SCHOOL PARENT TEACHER CONFERENCE DATE.

Well-crafted problem sets, where students engage

participants must be current calculus teachers - both AP and non-AP teachers are welcome.

Climate Change in the Physics and Chemistry Classrooms Facilitators: MƒA Master Teachers Ross Pinkerton and Gilana Reiss WEDNESDAYS, OCT 3, NOV 7, DEC 12, JAN 16, MAY 29 MƒA

in deep mathematics, are powerful means to impart

 SCIENCE

students with a durable understanding of precalculus

+ PLEASE NOTE: THIS IS A FIVE SESSION PLT.

concepts. In this PLT, we will work to refine existing

As an interdisciplinary science, climate change belongs

problem sets that invite our students to explore

to everyone, and thus, no one. Consequently, climate

complex mathematics while also building a strong basis

change can remain absent from high school courses,

for future math courses they may take. We will share

unless teachers actively work to integrate it into

examples of student work from these problem sets to

the classroom. This PLT is designed for physics and

reflect on student thinking, how these problem sets

chemistry teachers interested in collaborating to develop

promote durable understanding, where the sets can

lesson plans and lab activities while exploring resources

be improved, and share unanticipated outcomes and

to embed topics of climate change in their courses.

common student misconceptions.

The goal is not to develop a separate unit on climate change, but rather to identify and exploit connections

Calculus: Investigating Teaching and Learning Facilitators: MƒA Master Teachers Lori Bodner and Andrew Wille

that already exist in our curricula. We will work together to identify natural integration points for climate science into our chemistry and physics classes, sharing and

MONDAYS, SEP 24, OCT 29, DEC 3, JAN 14

developing lessons and activities on these topics, and

MƒA

trying them out in our classrooms. Our final session in

 MATHEMATICS

Are you a calculus teacher with a desire to improve your calculus pedagogy and share your knowledge of teaching calculus with others? In this PLT, we will focus

the spring will be a time for us to reconnect and share what we’ve tried. Using our students’ work as a model, we will reflect on what worked, what didn’t, and what is worth revising for a second attempt.

on how to engage our students by drawing connections between conceptual understanding and algebraic fluency. We will examine pedagogy through sharing classroom activities, investigating pedagogical methods, and creating focused tasks. We will work together to build a more successful classroom by taking a critical look at student work, assessment data, and other artifacts from our own classrooms. We will also share

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Professional Learning Teams (PLTs) Complex Instruction: Supporting Equity in the Secondary STEM Classroom Facilitators: MƒA Master Teacher Erin Ratz and MƒA Early Career Teachers Dwaina Sookhoo and Laura Wang THURSDAYS, OCT 4, NOV 8, JAN 3, JAN 31 MƒA  INQUIRY, PRACTICE & LEADERSHIP

to its actual real world application. Teaching through a

to other units of study. Additionally, we strive to teach

case study model provides students with an opportunity

more student-centered and hands-on lessons in order

to apply content knowledge to real world problems by

to meet all our students’ needs. The goal of this PLT is

creating a lens through which all content is learned and

to discover the ways we can help our students develop

practiced. In this PLT, we will analyze a current science

a better conceptual understanding of Geometry by

case study to determine its components and identify

integrating hands-on, construction-based activities

the criteria for designing such a study. By the end of

throughout our curricula. We will design lessons, teach

this PLT, teachers will have designed a potential case

them, and collect artifacts such as video and student

study for their own physical or earth science classroom

work. Finally, we will come together to share, refine and

- including the scientific concepts learned, the problem

reflect.

being solved, the background information, and the final product that students will be producing.

Complex Instruction (CI) is a teaching approach focused on elevating student status in the classroom so that all students can make contributions to the learning that takes place in small collaborative groups. Using excerpts from Elizabeth Cohen’s Designing Groupwork,

Designing and Incorporating Hands-on Construction-Based Activities in Geometry Facilitators: MƒA Early Career Teacher Kristen Reetz and MƒA Master Teacher Larisa Yevseenko

Designing Projects with 3D Printers Facilitators: MƒA Master Teacher Alia Jackson and MƒA Early Career Teacher Edita O’Brien TUESDAYS, OCT 9, NOV 13, DEC 11, JAN 22 MƒA  COMPUTER SCIENCE AND TECHNOLOGY

as well as other resources, participants will explore what

THURSDAYS, SEP 27, OCT 25, DEC 6, JAN 17

Do you have a 3D printer - but you aren’t sure what to

useful groupwork means and how to support it in the

MƒA

do with it? This PLT aims to introduce teachers to the

classroom. Members of the PLT will collaborate to build

 MATHEMATICS

routines that can shift the way students view themselves

In Geometry classrooms, we often teach constructions

in our classrooms, explore strategies for monitoring

at the end of the year as a unit that is not connected

free software available to design 3D models. Teachers will work in groups to create projects where students design and build a multi-piece model, and over the

status shifts, and develop tools for using CI to engage students in group-worthy tasks in which all can grow and shine.

Crafting Case Studies in Physical and Earth Science: A Lens for Teaching Facilitators: MƒA Master Teachers Jude Julien and Lucy Robins TUESDAYS, OCT 9, NOV 13, DEC 11, JAN 22 MƒA  SCIENCE

Many of the world’s most pressing problems require a deep understanding of science - from climate change, to resource allocation, from alternative energy sources to environmental racism. Our job as science teachers is to help our students learn how to apply the daily content of our classes to solve complex problems. However, this is no easy task - students often have a hard time making the connection between what is taught in class 12

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Professional Learning Teams (PLTs)

teachers in this PLT will share and analyze current lab practices, with an eye towards giving more moments for individual students to consider and own the work being done. Together we will discuss ideas to modify current

course of the PLT, implement this project with students, with time at the end to reflect on the process. This PLT will be open to teachers with all levels of expertise in 3D printing. The MƒA Makerbot will be available for those that don’t have access to a printer at their school.

Designing Rigorous Earth Science Tasks Facilitators: MƒA Master Teachers Susan Dimartino and Tara Ware THURSDAYS, SEP 27, OCT 25, DEC 6, JAN 24 MƒA  SCIENCE

This PLT is for Earth Science teachers who want to deepen their students’ understandings and create more opportunities for students to explain their thinking through writing. The goal will be for teachers to work together to create end of unit tasks that require students to have a deep knowledge of content and explain that knowledge in writing. The teachers will then analyze Earth Science unit tasks in groups, find the elements that work, and build their own high quality tasks.

Together, we will create a bank of tasks teachers can use in their classroom. We hope teachers will leave this PLT with multiple rigorous and engaging earth science end of unit tasks, and begin to backwards plan the student thinking that will lead to student success.

Developing Thought-Provoking Physics Labs Facilitators: MƒA Master Teachers Daisy Sharaf and Thomas Strasser

Effectively Using Phenomena to Promote 3D Learning Facilitators: MƒA Master Teachers Jean Hourihane and JoEllen Schuleman

procedures and develop new lab resources that can be

MONDAYS, OCT 1, NOV 5, DEC 10, JAN 28

used in all our classrooms.

MƒA  SCIENCE

Doing and Implementing Rich Math Tasks in Algebra Facilitators: MƒA Emeritus Teachers Liz ClarkGarvey and Carl Oliver

How can we use phenomena to drive learning and make science more meaningful? This PLT is designed for elementary and middle school science teachers (K-8) who are unfamiliar with or who want to know more

THURSDAYS, OCT 11, OCT 25, NOV 15, JAN 10, JAN 17

about this NGSS innovation within physical science.

MƒA

Our goal is to explore examples, define attributes

 MATHEMATICS

and recognize the role quality phenomena plays in

+ PLEASE NOTE: THIS IS A FIVE SESSION PLT. ADDITIONALLY, NOV 15 IS A DOE ELEMENTARY SCHOOL PARENT TEACHER CONFERENCE DATE.

three-dimensional learning. We will also explore how

Are you ready to delve deeply into the work of supporting students’ mathematical reasoning? Using a research-based model called the Problem Solving Cycle, we will explore a rich math task, design a lesson using the task for students, implement the lesson in classroom, and reflect on both the student thinking and instructional practices that took place during the

similar phenomena can be used in multiple grade bands. We will each choose or create a phenomena to match a physical science lesson/unit, and then use that phenomena with our students. We will then share examples of student work, as well as give and receive constructive feedback, using resources aligned to NGSS and the new New York State Science Learning Standards.

lesson. Throughout the process, we will be considering the questions we ask as teachers to both better understand student thinking as well as push student thinking forward. As a way to slow down and analyze

Engaging Activities in AP Statistics Facilitators: MƒA Master Teachers Melanie Battles and Doug Shuman

moments from each lesson. Due to the nature of the

TUESDAYS, SEP 25, OCT 23, NOV 27, JAN 8

collaboration, it will be important that all participants are

MƒA

prepared to teach the particular lesson they designed

 MATHEMATICS

during the PLT. In this cycle, we will select a task that

+ PLEASE NOTE: NOV 27 IS A DOE MIDDLE SCHOOL PARENT TEACHER CONFERENCE DATE.

could be adapted for use in an 8th grade or 9th grade algebra class. For more information, please see: bit.ly/ problemsolvingcycle.

According to the pioneering statistician John Tukey, “Doing statistics is like doing crosswords except that one cannot know for sure whether one has found

TUESDAYS, OCT 9, NOV 13, DEC 11, JAN 8

the solution.” Many students find this unsettling after

OFFSITE

the comforting certainty of algebra. Great statistics

 SCIENCE

activities capture students’ imaginations, enlighten them

Many physics labs are constrained by a lab manual or

to big ideas, and stoke their curiosity about the more

other cookbook lab preparation. They may not reflect

technical aspects of the subject. We will share our most

the active and investigative approach necessary to

engaging activities with the goal of designing, executing

promote the experimental aspects of physics. Physics

and critiquing them to allow students to master both

13

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Professional Learning Teams (PLTs)

When are mathematical models useful to explore complex mathematical ideas? When might they break down? In this PLT, we will investigate a variety of mathematical models and design a lesson to address a

conceptual and procedural content. Come ready to share, improve, and, with the help of your peers’ collaborations, return to your class with a new set of engaging activities.

Exploring Adolescent Psychology Facilitators: MƒA Master Teachers Constance Giannakakis and Deborah Schaeffer MONDAYS, OCT 15, NOV 19, DEC 17, JAN 28 MƒA  INQUIRY, PRACTICE & LEADERSHIP

Join us as we delve into the inner workings of our students’ minds in order to understand their needs,

Facilitating the Transition to the New Science Standards in Your Middle School Facilitators: MƒA Master Teachers Kelli Buck and Sarah Slack

common student misconception. We will then refine our

THURSDAYS, OCT 18, NOV 15, DEC 20, JAN 24

lesson using the Jugyō Kenkyū process where we will

MƒA

observe the lesson, reflect on student understanding,

 SCIENCE

and revise the lesson based on our findings.

+ PLEASE NOTE: NOV 15 IS A DOE MIDDLE SCHOOL PARENT TEACHER CONFERENCE DATE.

Facilitating Student-Designed Case Studies in Life Science Facilitators: MƒA Master Teachers Jeffrey Horenstein, Deame Hua, and Susie Kang WEDNESDAYS, OCT 17, NOV 28, JAN 2, JAN 30 MƒA  SCIENCE + PLEASE NOTE: NOV 28 IS A DOE MIDDLE SCHOOL PARENT TEACHER CONFERENCE DATE.

As middle school science teaching in New York City transitions to the NGSS-based learning standards, MƒA teachers will likely be called on to act as leaders in their school communities. This PLT is geared towards teachers who have formal or informal leadership roles, as well as teachers who have an interest in exploring the standards themselves and are inspired to begin making changes in their own practice and want to identify effective strategies to support others in the

motivations, and development. During each session,

Case studies can be powerful tools for students to

transition. We will have the chance to explore the shifts

we will explore informational texts and articles from

engage with and learn about various real world topics,

in the standards according to the Scope and Sequence

the field of psychology, reflect on how they resonate

ranging from diseases to environmental issues that

and examine guidance provided by the Department

with our experience as secondary school teachers,

impact us everyday. Often times, the work of creating

of Education to implement these standards. We will

and develop lesson plans and teaching strategies. In

and engaging in a case study is done through the

discuss ideas to facilitate effective roll out within our

between sessions, we will conduct interviews with our

teacher. While this is already an engaging learning

own classrooms and buildings and will anticipate

own students and bring these back to the group to

model, we want to push the envelope and have students

potential challenges and brainstorm creative solutions

process and learn from together. Our goal is to build a

research, design, and implement their own case

for implementation. Teachers will walk away with action

community of teachers who want to help each other

studies to be experienced by their peers. This cultivates

steps and materials to facilitate effective transition.

reflect honestly, strengthen our teaching practice, and

interdisciplinary, multiple modality thinking and

develop a deeper understanding of our students so

increases ownership and expertise in the material. This

that we can support them through this challenging and

PLT is for middle school and high school life science

transformational time in their lives.

teachers who want more student driven learning in

Exploring Mathematical Models through Japanese Lesson Study Facilitators: MƒA Master Teachers Emma Biramian and Kimberly Elicker

Formative Assessment in Mathematics Classrooms Facilitators: MƒA Master Teachers Elizabeth Fiorella and Mathew Sullivan

the classroom, and want to collaboratively investigate

WEDNESDAYS, OCT 3, NOV 7, DEC 12, JAN 16

methods for doing so.

MƒA  MATHEMATICS

Have you ever designed a great lesson you were really proud of and then things didn’t go as planned?

MONDAYS, SEP 24, OCT 29, DEC 3, JAN 14

A student raised an intriguing idea, a misconception

MƒA

was illuminated, a new solution was found. In this PLT,

 MATHEMATICS

teachers will choose a Formative Assessment Lesson

+ PLEASE NOTE: THIS PLT WILL REQUIRE AN INTER-VISITATION AT A PARTICIPANT’S SCHOOL, THE DATE OF WHICH WILL BE DETERMINED ONCE THE PLT IS UNDERWAY.

developed at the Shell Center for the Math Assessment Resource Service (MARS) which are designed to formatively assess students’ understanding of important

14

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Professional Learning Teams (PLTs) ideas and can be used as a supplement to existing

Hack the Helix at Biotech without Borders (BwB) Facilitator: MƒA Emeritus Teacher Steve Oszust and Ellen Jorgensen

Let’s Get Visual!

Facilitators: MƒA Master Teachers Deb Barnum and Jeremy Owens

MONDAYS, OCT 15, NOV 19, DEC 17, JAN 14

TUESDAYS, OCT 9, NOV 13, DEC 11, JAN 22

OFFSITE

MƒA

 SCIENCE

 MATHEMATICS

lesson plans and implement them in our classrooms. In

Hack the Helix (HtH) is a community of biology teachers

Increasingly, research is showing that higher-order

follow up sessions, we will use artifacts such as video

who are interested in discussing and implementing

thinking about mathematics focused on visual

of student thinking and student work to reflect on our

biotechnology labs in the science classroom. The

representations increases engagement, achievement

students’ understanding and the implementation of the

staging area of the BwB lab can also be used by

and equity. Moving beyond presenting students with

task. Based on our reflections about how the lesson

teachers to prepare agar plates, solutions, and sterile

visual models and interpreting them, the goal of this

went we will discuss possible next steps and changes

consumables that they can bring back to the classroom.

PLT is to become better at asking students to develop

we might make to the lesson. Was there anything that

During this PLT, teachers will work to brainstorm and

their own visual representations of the mathematics

did not work well? How did students respond? What

refine different lab-based tasks by using the BwB lab

presented. Our time will focus on reading current

changes will enhance the experience for our students?

space to test-drive and improve them before they’re

research then collaborating to develop, analyze and

tried in the classroom. The group may also choose

improve multiple opportunities for students to create

to “hack” a protocol, devising low-cost methods of

visual representations of mathematics across all levels.

curriculum. After selecting a lesson, we will develop

obtaining reagents and developing DIY lab methods from lab protocols, and also find ways to include students in the “biohacking” mindset. After experiencing the tasks with students, teachers will then bring back their observations and share how it went.

Making with Meaning: Bridging Engineering Design with Content Facilitators: MƒA Master Teachers Paul Kehoe and Mallory Womer WEDNESDAYS, OCT 3, OCT 24, DEC 5, JAN 9

Infusing Social Justice in High School Math and Science Classrooms Facilitators: MƒA Master Teachers Sage ForbesGray, Jennifer Parker, and Jay Pirani-Mellstrom TUESDAYS, OCT 16, NOV 20, DEC 18, JAN 29 MƒA  INQUIRY, PRACTICE & LEADERSHIP

MƒA  INQUIRY, PRACTICE & LEADERSHIP

We all love the classic egg drop experiment or dream of having a makerspace, but it might not fit with the content we have to teach and our limited resources.

How can we maximize these design challenges to engage students in authentic STEM learning experiences

How might we meaningfully integrate social justice

that simultaneously develop key soft skills such as

issues and practices into our STEM classrooms? This PLT

resilience and collaboration? This PLT is for anyone who

will offer an opportunity for teachers to explore how

teaches math, science or technology and is looking to

social justice can be woven into project-based learning

incorporate engineering design challenges into their

and into Common Core and NGSS aligned curricula.

practice. Teachers in this PLT will engage in design

We will have the opportunity to share projects, lessons,

thinking, analyze their own curricula for opportunities

and classroom practices that support this endeavor.

to include meaningful design challenges, try them out

Additionally, we will design and test ideas in our

in their classrooms, reflect on the challenges and the

classrooms, and then share student outcomes in small

student work produced, and will hopefully leave the PLT

groups. Together, we will continue to build a substantial

with a passion for teaching engineering!

toolkit of projects, tasks, and strategies to support the infusion of social justice into our curricula.

15

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Professional Learning Teams (PLTs) The Mathematics of Gerrymandering: Gerry Rig Your Classroom!

Facilitators: MƒA Master Teachers Kate Belin, Courtney Ferrell, and David Price TUESDAYS, SEP 25, OCT 23, NOV 27, JAN 8 MƒA  MATHEMATICS + PLEASE NOTE: NOV 27 IS A DOE MIDDLE SCHOOL PARENT TEACHER CONFERENCE DATE.

In this PLT, we will dive into the mathematics of gerrymandering and develop curriculum and tasks addressing these issues, specifically exploring concepts of compactness, fairness, partisan symmetry and the efficiency gap. We will then carry out these instructional ideas and curriculum in our classrooms and school communities and reflect upon their implementation within the PLT. Additionally, we will discuss prioritizing competing interests, historical and legal contexts, and consider potential cross-curricular connections.

Math PBAT Rubric and supplementary Consortium texts.

topic per session, we will collaboratively revise teacher-

We will collaborate around best practices, resources,

contributed materials to better facilitate students’

and ideas for implementation of PBATs. Over the course

exploration and understanding of essential Algebra II

of the semester, we will revise our PBATs and reflect

concepts. We will reflect on our implementation of

on the implementation of them through analyzing our

these resources, along with observations of student

student work.

work or student experience.

PLT Facilitation: Developing your Skills as Leaders Facilitator: Alan Cheng and MƒA Staff

Putting the ‘A’ in STEAM Facilitators: MƒA Master Teachers Sara Heymont and Lauren Schulman

TUESDAYS/THURSDAY, SEP 25, SEP 27, OCT 30, DEC 11 MƒA  INQUIRY, PRACTICE & LEADERSHIP + PLEASE NOTE: THIS COURSE IS OPEN TO TEACHERS WHO ARE CURRENTLY FACILITATING PLTS AT MƒA, OR WHO WILL BE FACILITATING A PLT IN THE SPRING SEMESTER.

MƒA + PLEASE NOTE: NOV 27 IS A DOE MIDDLE SCHOOL PARENT TEACHER CONFERENCE DATE.

What mathematical thinking is central in your PBAT? How can we support students in developing deep understanding of the mathematics as they work towards completing a PBAT? This PLT is for mathematics teachers who currently teach in Consortium schools and/or teachers who want to incorporate performance based assessment tasks as a central component in their classrooms. Our work will be guided by the Consortium

16

Injecting the arts into math and science courses engages students in creative problem solving and critical

learning of teaching communities and in ensuring equity

thinking. In this PLT we will share and collaborate on

and access for all students. In this PLT, teacher-leaders

ways to incorporate art and creativity into the science,

will deepen their knowledge of processes and protocols

math, and engineering courses that we teach. We will

for building learning communities within their MƒA PLTs.

explore how artistic creativity can be merged with

We will explore responsive facilitation and will build a

STEM disciplines to encourage students to discover

toolkit to increase voice, manage group dynamics and

a wider range of applications of the content and

receive guided feedback about creating and customizing

develop as innovative individuals. Teachers will share

protocols that we can experiment with in our PLTs.

examples from their classes, spend time in small groups developing lessons that utilize various artistic media, and

Leader Fellowship. In July he facilitated the popular MfA Summer Think

share and reflect on the experience of trying out these

Deep Dive, “Why Do Meetings Suck?”. Alan was recently appointed as a

STEAMy lessons in their classrooms.

deputy superintendent after serving as the Principal of City-As-School High School for may years. In his free time, he is pursuing his doctorate in Adult Learning and Leadership at Teachers College.

TUESDAYS, OCT 2, NOV 6, NOV 27, JAN 8  MATHEMATICS

 INQUIRY, PRACTICE & LEADERSHIP

Facilitation plays an important role in supporting the

Alan Cheng is a former MƒA fellow and co-facilitator of the MƒA School

Performance Based Assessment Tasks (PBATs) in Mathematics Facilitators: MƒA Master Teachers Shana Henry, Abby Kirchman, and Athena Leonardo

TUESDAYS, OCT 2, NOV 6, DEC 4, JAN 15 MƒA

Productive Classwork in Algebra II: “Working Hard at Work Worth Doing” Facilitators: MƒA Master Teachers Lauren Friedman and Brooke Sossin

Racially Relevant Pedagogy Facilitators: MƒA Fellow Veronica Cameron and MƒA Master Teacher Samantha Tulloch TUESDAYS, OCT 16, NOV 20, DEC 18, JAN 29 MƒA  INQUIRY, PRACTICE & LEADERSHIP

THURSDAYS, OCT 11, NOV 8, DEC 20, JAN 24

Regardless of the schools in which we teach, race

MƒA

plays an important and often unexamined role in the

 MATHEMATICS

How often have you searched in vain for Algebra II classwork that is simultaneously meaningful, engaging, and rigorous? In this PLT, our goal is to dust off our current materials and revise them for higher engagement and cognitive demand. Focusing on one

classroom. Whether or not we ‘look like’ our students and our colleagues, race impacts communication and thus learning in our classrooms and school communities. In this PLT, we will create a space in which we can openly discuss the manifestations of racism and power in all levels of our school communities - in

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Professional Learning Teams (PLTs)

It is a challenge to cover the content of the Living Environment with our students, and it is tempting to settle for our students just grasping enough of the topics of the curriculum to do well on the exam.

our classrooms, in the lives of our students, and within ourselves. We will also explore the effects of racism and power on our teaching of mathematics and science.

But how do we push all our students to deepen and

TUESDAYS, OCT 2, NOV 6, DEC 4, JAN 15 MƒA  INQUIRY, PRACTICE & LEADERSHIP + PLEASE NOTE: TEACHERS WILL EACH NEED THEIR OWN COPY OF THE BOOK, AND WILL BE ASKED TO READ SECTIONS OF THE TEXT BEFORE AND BETWEEN PLT SESSIONS.

How might we “unleash the brilliance” of our students?

Dr. Chris Emdin has ideas about this, and in this PLT

WEDNESDAYS, OCT 10, NOV 14, DEC 19, JAN 23 MƒA

extend their learning? The goal of this PLT is to work

 INQUIRY, PRACTICE & LEADERSHIP

collaboratively to share and/or create routines that

+ PLEASE NOTE: TEACHERS WILL EACH NEED THEIR OWN COPY OF THE BOOK, AND WILL BE ASKED TO READ SECTIONS OF THE TEXT BEFORE AND BETWEEN PLT SESSIONS.

support learning by all students and to embed them in our classrooms. Particular attention will be spent

Reality Pedagogy Book Club Facilitators: MƒA Master Teachers Sharon Collins, Scott Gallagher, Sharine Stevenson

STEM and Equity Book Club Facilitators: MƒA Master Teachers Wendy Menard, Alex Moyer, and Najla Purdy

on routines that not only attend to students who are struggling in our classes, but also enrichment and extension for other students as well. We will refer to Rhonda Bondie’s ALL-ED work as a resource initially, then work to apply them in our own classrooms.

How might we create equitable spaces in our classrooms? We will be using the book Culturally Responsive Teaching and the Brain by Zaretta Hammond to examine this question. Hammond’s book includes a review of existing brain science, specific techniques which can be implemented in classrooms, as well as structures for action and reflection. We will use

Scientists and Mathematicians Like Me: Teaching Racially Expansive Histories Facilitators: MƒA Master Teachers Jae Berlin and Nasriah Morrison

we will continue the work we began in Spring 2018,

WEDNESDAYS, OCT 10, NOV 14, DEC 19, JAN 23

applying practices from his book, For White Folks Who

MƒA

discussion protocols to examine our own pedagogical practices and student work while simultaneously connecting Hammond’s research directly to our own classrooms. The goal is to improve the ways in which we equitably engage our culturally and linguistically diverse students, and Hammond’s book is an excellent tool to

Teach in the Hood...and the Rest of Y’all Too! to increase

 INQUIRY, PRACTICE & LEADERSHIP

engagement for all students, particularly young men of

We all want our students to see themselves as scientists

color. Returning teachers will share their experiences

and mathematicians. More generally, we want them

trying out Emdin’s recommended strategies including:

to see themselves reflected in our curricula. In this

Cogens, Coteaching (with students), Cosmopolitanism,

PLT, we will work toward these goals by (1) examining

and integrating Context and Content. New teachers

several historical anthologies centering on the

will be introduced to these practices through in-depth

WEDNESDAYS, OCT 3, NOV 14, DEC 19, JAN 23

accomplishments of mathematicians and scientists of

MƒA

discussion of the text and artifacts from returning

color (including members of our local communities),

members. All teachers will engage in honest, thoughtful,

giving particular emphasis to works related to our

and actionable discussion of how to take these practices

own classroom content; and (2) developing tools

back to our schools (not just our classrooms) and hold

and strategies for meaningfully and consistently

each other accountable for transforming our practice.

integrating these histories into our respective classes.

Through this work, we aim to challenge our own

Routines for All Learners in the Living Environment Classroom Facilitators: MƒA Master Teachers Suzette Nelson, Arlene Ramos, and Ellie Williamson MONDAYS, SEP 24, OCT 22, NOV 26, JAN 7 MƒA  SCIENCE

internalized stereotypes (as well as our students) while simultaneously building deeper understandings of how our identities contribute to and expand our masteries of STEM content.

support this endeavor.

Supporting Productive Struggle in STEM Facilitators: MƒA Master Teachers Chaya Baras, Jessica Quenzer, and Marina Webb

 INQUIRY, PRACTICE & LEADERSHIP

The best learning happens when teachers step back and let students grapple with a problem and reach an understanding through mistakes, redirection, and self-guided revision. This PLT will explore how we can help students engage - and stay engaged - in problems that they don’t think they can solve at first glance. How do we help students offer each other constructive feedback, engage in student-centered dialogue, and allow students to reflect on their own thinking process, rather than focus on the answers? How do we stand back, stay quiet, and let students work? Please join if you are interested in not only discussing strategies to help

17

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Professional Learning Teams (PLTs) students productively struggle but also engage with productive struggle from the perspective of a learner.

Vertical Progressions in K-12 Math Practices Facilitators: MƒA Master Teachers Marisa Bolson and Elizabeth Simonen WEDNESDAYS, OCT 17, NOV 28, JAN 2, JAN 30 MƒA  MATHEMATICS + PLEASE NOTE: NOV 28 IS A DOE MIDDLE SCHOOL PARENT TEACHER CONFERENCE DATE.

In this PLT, K-12 mathematics teachers will explore the vertical progression of the mathematical practice standard of making sense of problems and persevering in solving them. Together, we will work through and break down various K-12 tasks to identify mathematical skills and thinking habits in all grades and how they build on each other. We will discuss, develop and test tools to help students navigate making sense of problems by both supporting struggling students and challenging students who show proficiency. Additionally, we will consider how to use the principles of a growth mindset to encourage students’ perseverance through mathematical content, build positive self-perception and foster a student-centered, problem-solving culture in our classrooms.

18

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Mini-Courses Mini-courses are a series of connected workshops where experts from outside academic institutions and from the MƒA Master Teacher community engage MƒA teachers at the cutting edge of their content area and/or pedagogical practice.

19

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Mini-Courses ALL-ED: A Framework for Differentiation Facilitators: Rhonda Bondie, Ph.D., and MƒA Master Teacher Abigail Sewall

Anchors Away in Chemistry Classrooms Facilitators: Matty Lau, Ph.D., MƒA Master Teachers Laryssa Kramaruchuk and Zach White-Stellato

question-askers? Together we will take a deep dive into the anatomy of questioning. Working backwards from the questions that inspired game-changing real

TUESDAYS, JAN 8, JAN 22, JAN 29

world innovations in science, business, and society;

MƒA

we will explore (1) the power of the artful question,

 SCIENCE

(2) the common teacher mistakes when asking

THURSDAYS, SEP 27, OCT 4, OCT 11

The Next Generation Science Standards (NGSS)

questions, (3) why student questioning trails off in

MƒA

emphasize the importance of “phenomena-based”

school and how we can support students in continuing

learning. Many teachers already use investigative

asking new questions, (4) research-based strategies

phenomena in their everyday lessons. However,

for designing better questions, and (5) how to more

teachers might not use anchor phenomena, which are

effectively capture student thinking when checking

more complicated real world phenomena, to engage

for understanding. Our work will be grounded in the

students and connect lessons across an entire unit.

research of the Teaching for Robust Understanding

This course is designed to help chemistry teachers

Framework (by the Mathematics Assessment Project)

develop curriculum more aligned to NGSS and to build

and embedded within the relevant Danielson Rubric

their understanding of anchor phenomena, how to

components. What can a question do? Join us and find

select them, and finally how to implement them in

out!

their classrooms to increase student engagement and

Maria Diangco is an MƒA Master Teacher and science teacher at the

drive learning.

School for Classics: An Academy of Thinkers, Writers and Performers in

 INQUIRY, PRACTICE & LEADERSHIP

ALL-ED stands for All Learners Learning Every Day... that’s the goal, right? Teachers know that students come to classes with divergent experiences, understandings, interests, strengths and needs.

However, finding sustainable ways to respond to student diversity on a daily basis is among teachers’ greatest challenges. In this mini-course, teachers will learn how to differentiate instruction both in planning and in practice, addressing problems such as variations in students’ need for review, missing basic skills, confusions, absences, early finishers, and literacy levels. The sessions will focus on developing differentiated instructional materials and will introduce

Matty Lau, Ph.D., is the Founding Principal of the Teacher Learning Consultancy, an organization dedicated to helping STEM teachers grow

Giselle George-Gilkes is an MƒA Master Teacher and mathematics

stronger professionally. She has over 20 years of experience in the field

teacher at the East Side Community School in Manhattan.

of STEM education, as a K-12 science and mathematics teacher, teacher

“on your feet” decision making to ensure engagement,

educator, STEM curriculum developer, and educational researcher.

adjust rigor, and promote persistence using group

Her focus is on helping teachers engage students in doing science like

learning and self-regulation routines. Taken together, the ALL-ED framework brings together practical, sustainable, research-based routines enabling teachers to effectively tailor instruction to meet the learning needs of all students.

scientists and solving problems like engineers.

Laryssa Kramarchuk is an MƒA Master Teacher and science teacher at

public schools for over twenty years. Rhonda has served on the faculty of Project Zero from many years developing an expertise in Teaching for Understanding, Making Thinking Visible, and Multiple Intelligences.

Abigail Sewall is an MƒA Master Teacher and science teacher at the Metropolitan Expeditionary Learning School in Queens.

Zach White-Stellato is an MƒA Master Teacher and science teacher at New Visions Charter High School for Advanced Math and Science II in the Bronx.

The Art of Questioning: The Whats, Whys and Hows of Crafting Better Questions Facilitators: MƒA Master Teachers Maria Diangco, Giselle George-Gilkes, Lavonne Hunter, and Brittany Klimowiscz

As-School High School in Manhattan.

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

Authentic Research with Corner Store Experiments Facilitators: Disan Davis, Ph.D., and Jeanne Garbarino, Ph.D. TUESDAYS, JAN 8, JAN 15, JAN 22 OFFSITE  SCIENCE + PLEASE NOTE: THERE IS NO REQUIREMENT THAT TEACHER CO-DEVELOPERS HAVE PREVIOUS RESEARCH EXPERIENCE.

TUESDAYS, JAN 8, JAN 15, JAN 29

Scientific research is complex, messy, and riddled with

MƒA

failure. The research process can also be exhilarating

 INQUIRY, PRACTICE & LEADERSHIP

Are we rewarding students for knowing the answers to questions they never even asked? How might we transform our students from question-answerers into

20

Lavonne Hunter is an MƒA Master Teacher and science teacher at City-

Frank Mccourt High School in Manhattan.

Rhonda Bondie, Ph.D., currently teaches at Harvard Graduate School of Education. She enjoyed being a classroom teacher and administrator in

Brooklyn.

and it’s essential in our quest for new knowledge.

How can we offer authentic research experiences to our students within the many constraints of the school environment? The goal for this mini-course is to develop materials primarily around the research MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Mini-Courses process itself, using materials that are accessible in any classroom (such as fermenting your own Kombucha!).

While not required, we encourage you to try out the curricula we co-develop in your classroom, so we can all report back and refine our materials in the spring meeting of this mini-course.

beliefs may show up in moments of student-teacher

Amy Brenner is an MƒA Master Teacher and mathematics teacher at the

conflict and power struggles. We will identify strategies

Academy for Environmental Leadership in Brooklyn.

for responding to conflict with increased self-

Jamie Munkatchy is an MƒA Master Teacher and science teacher at The

awareness and authenticity so that conflicts become

James Baldwin School in Manhattan.

opportunities for repairing, rebuilding and deepening

Christa Quint, Ph.D., is an MƒA Master Teacher and science teacher at

our relationships with young people.

Rachel Lissy, Ph.D., is the Senior Program Officer for Ramapo for Children. She has a doctorate in Social and Cultural Studies in Education from the University of California at Berkeley, a Master’s in Policy, Organization and Leadership Studies from Stanford University School of

the Urban Assembly Gateway School for Technology in Manhattan.

Corals in the Classroom Facilitators: MƒA Master Teachers Steven McClellan and Aimee Hill

Disan Davis, Ph.D., works with Rockefeller University’s Science Outreach

Education and a B.A. in English from Brown University.

WEDNESDAYS, JAN 9, JAN 16, JAN 30

Program, including creating neuroscience educational materials for

Yaniyah Pearson is the Director of Restorative Practices and Equity

OFFSITE

high school students and running teacher professional development

Initiatives at Ramapo for Children. She has over 28 years of experience

sessions that draw on her experiences in the lab and the classroom.

in the field of youth development and holds a master’s degree in

Jeanne Garbarino earned her Ph.D. in metabolic biology from Columbia

Counseling Psychology from Lesley College Graduate School and an

Learn how to design, build and maintain healthy

University, followed by a postdoc at the Rockefeller University, where

undergraduate degree in Political Science from Brandeis University.

small scale tropical coral ecosystems with students!

she now serves as Director of Science Outreach. Jeanne also works as

Luis Alejandro Tapia, a son of Dominican immigrants, brings almost

This mini-course is suitable for any teachers, from

a science communicator, and has contributed to multiple blogs and

two decades of experience in community and youth development. He

elementary school to high school, who are interested

national media outlets. She also serves as Director of Media Ventures for

has facilitated unique programs for a range of agencies in New York

Neurodome — a planetarium-style film that explores the brain.

City, including the Department of Juvenile Justice, NYC’s Department

in bringing living corals and other coral reef inhabitants

of Youth and Community Development, Harlem Children’s Zone, the

Building (and Re-Building) Authentic Relationships Facilitators: Rachel Lissy, Ph.D., Yaniyah Pearson, and Luis Alejandro Tapia WEDNESDAYS, JAN 2, JAN 16, JAN 30 MƒA  INQUIRY, PRACTICE & LEADERSHIP

Relationship building is an essential piece of teaching;

 SCIENCE

into their classroom. We will cover the basics involved

Police Athletic League, and Public Allies, to name a few. Luis Alejandro is

in creating and maintaining a thriving coral ecosystem.

also the founder of BlackBoyRise.

The course will include strategies for obtaining a tank and other equipment suitable for growing members

Building Inclusive Makerspaces Facilitators: MƒA Master Teachers Amy Brenner, Jamie Munkatchy, and Christa Quint

of the phylum cnidaria on a teacher budget. During the three sessions, teachers will have hands-on opportunities to learn basic plumbing skills involved

THURSDAYS, JAN 17, JAN 24, JAN 31

in creating a coral tank by building a simple sump in

MƒA

our reef lab at Stuyvesant High School. Teachers will

 COMPUTER SCIENCE AND TECHNOLOGY

engage in activities which will allow them to learn

will explore both the challenges and possibilities

Makerspaces are learning environments focused on

about various pH buffering substrates, living filtration

of building authentic and equitable relationships

developing and implementing designs. This course will

systems, the ins and outs of general tank chemistry,

with students. In the first session, we will look at

introduce teachers to the makerspace philosophy and

troubleshooting and lighting systems.

relationship building strategies and identify and

present ideas for how we can create makerspaces that

Stephen McClellan and Aimee Hill are MƒA Master Teachers and science

practice strategies that deepen and complicate our

are more inclusive to female makers by reimagining

teachers at Stuyvesant High School in Manhattan.

relationships with young people. We will share some of

traditional “feminine” crafts with modern maker tools

ourselves, modeling vulnerability, and acknowledging

and supplies. During these three sessions, we will

and exploring differences and similarities in our

design and implement makerspace projects that use

experiences, culture and identities. In the second

squishy circuits, pop-up books with paper circuits, and

TUESDAYS, NOV 27, DEC 11, DEC 18

session, we will identify both systemic and individual

cross-stitch with conductive thread and LED lights, and

MƒA

barriers to relationship building, with a focus on bias-

we will spend time during each session considering

 MATHEMATICS

based beliefs and practices that hinder relationship

the math and science concepts these projects

building, particularly with students of color. In the final

explore. Each project covered is affordable and easy

+ PLEASE NOTE: NOV 27 IS A DOE MIDDLE SCHOOL PARENT TEACHER CONFERENCE DATE.

session, we will focus on how biases and personal

to implement in a stand-alone course or as a unit in

how can we do it better? In this mini-course, teachers

another course.

21

Cutting into the Wallpaper Symmetry Groups Facilitator: MƒA Master Teacher Ben Gould

Have you ever wondered how M.C. Escher was able to get the repeated image of a lizard to completely fill MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Mini-Courses

is recommended for AB, BC, and non-AP Calculus teachers who are looking to create a student-centered calculus classroom.

the plane? In this course, we will explore and create Escher-like tessellations using simple techniques involving paper cutting. In the process, we will delve into the interesting fact that there are exactly 17 different ways that a pattern in the plane can repeat.

We’ll also examine how to distinguish and identify each of these patterns, which are known as the 17 Wallpaper Symmetry Groups, and how to create each using paper-cutting techniques. We’ll then explore theoretical questions including why the wallpaper patterns are groups and why there are exactly 17 of

Lori Bodner is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.

Drink your Trees: Connecting your Students to their Forest-filtered Water Supply Facilitator: Tyler Van Fleet TUESDAYS, OCT 9, OCT 23, NOV 13 MƒA  SCIENCE + PLEASE NOTE: FOR THE SECOND SESSION, TEACHERS WILL DROP STUFF OFF IN THE CLASSROOM AND THEN TAKE A FIELD TRIP OUTSIDE.

Empowering Students to Build Climate Resilient Schools Facilitators: MƒA Master Teacher Lynn Shon and MƒA Early Career Teacher Andrew Zimmermann WEDNESDAYS, OCT 10, OCT 24, NOV 14 MƒA  SCIENCE + PLEASE NOTE: NOV 14 IS A DOE ELEMENTARY SCHOOL PARENT TEACHER CONFERENCE DATE.

NYC is increasingly vulnerable to the impacts of climate change. With sea levels rising, risks of coastal flooding increasing, and extreme heat events becoming more numerous, schools (which comprise 34% of our city’s buildings) need a plan to adapt to climate change.

We need to empower our students with concrete

them. The ideas and activities we’ll explore are directly

What do healthy forests have to do with clean

ideas and actions that will build resilience, preparing

applicable to geometry explored in middle and high

drinking water in New York? In this mini-course, we’ll

schools and their surrounding communities for the

school.

explore the NYC Watershed, water supply system

mounting impacts of climate change. This mini-course

Ben Gould is an MƒA Master Teacher and mathematics teacher at

and the critical role healthy forests play in filtering

is for teachers who want to engage their students

Pathways in Technology Early College High School in Brooklyn.

and protecting our world-famous water supply.

in a place-based, solutions-focused approach to

We’ll practice indoor and outdoor hands-on, STEM

climate change learning. Throughout the course,

activities that bring earth science, forest ecology, and

teachers will build a toolkit of resources that empower

engineering concepts alive. We’ll also delve into the

students to design more climate resilient schools and

TUESDAYS, OCT 2, OCT 23, NOV 6

suite of watershed forestry education programs offered

communities, including a school climate vulnerability

MƒA

by the Watershed Agricultural Council, including

audit, place-based activities and digital mapping tools

grant funding for NYC Watershed field trips, regional

that provide an opportunity for students to experience

professional development offerings, and a year-long

authentic STEM learning. We will also use the U.S.

partnership program that connects upstate watershed

Climate Resilience Toolkit and NYC’s OneNYC plan as a

and downstate city students for shared discovery of the

framework for building more climate resilient schools

science and human dimensions of their water supply

and NYC.

system.

Lynn Shon is an MƒA Master Teacher and science teacher at J.H.S. 088

Tyler Van Fleet delights in teaching students, teachers and landowners

Peter Rouget in Brooklyn.

about the fascinating (and life-sustaining!) connections between healthy

Andrew Zimmermann is an MƒA Early Career Teacher and science

forests and clean drinking water. A former HS science teacher and forest

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

Discovery-Based Calculus Facilitator: MƒA Master Teacher Lori Bodner

 MATHEMATICS

A discovery-based Calculus course actively engages students in the learning process, where students develop algorithms, procedures, formulas, and even work their way through proofs. In this mini-course, teachers will participate in snapshots of several lessons from a student’s viewpoint. We will then discuss how to fully develop the calculus concept with minimal teacher intervention. Teachers will leave the course

conservation outreach specialist, Tyler has spent the past 5 years as the

able to implement those lessons and they will be

Watershed Educator with the Watershed Agricultural Council engaging

equipped with some tips and tools to create their own

hundreds of teachers and thousands of students in watershed forestry

student-centered lessons. Throughout the mini course, we will focus on the use of technology (Desmos and Desmos Activities) to facilitate student exploration, the idea of proof in an inquiry-based classroom, and we will discuss how to develop major concepts and

discovery through field trips, workshops, tours, and classroom lessons.

Engaging Students in Open-Ended Inquiry Activities in the Physics Classroom Facilitators: MƒA Master Teacher Bruce Greenspan and MƒA Early Career Teacher Joshua Paugh MONDAYS, SEP 24, OCT 15, OCT 29 MƒA  SCIENCE

themes in a discovery-based manner. This course

22

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Mini-Courses

increased challenge for those with advanced skills,

Jeanne Garbarino earned her Ph.D. in metabolic biology from Columbia

and structured support for those who need additional

University, followed by a postdoc at the Rockefeller University, where

instruction and help. Find out how to save planning Students are often more motivated to work through an activity if they are stakeholders in what they are studying. In this mini-course, we will explore how to engage physics students through open-ended inquiry activities that challenge students to become part of the experimental design process. This includes being

national media outlets. She also serves as Director of Media Ventures for

extensions to ensure all learners are challenged as they

Neurodome — a planetarium-style film that explores the brain.

work towards mastery of this concept.

Rhonda Bondie, Ph.D., currently teaches at Harvard Graduate School of Education. She enjoyed being a classroom teacher and administrator in public schools for over twenty years. Rhonda has served on the faculty of Project Zero from many years developing an expertise in Teaching for Understanding, Making Thinking Visible, and Multiple Intelligences.

and/or explored, as well as the best way to go about

Kara Imm is a K-12 math educator currently serving as the Co-Director

the investigation. We will demonstrate various inquiry

of Math in the City (City College, NY), where she provides professional

activities that give students opportunities to create

development and school-based coaching to K-12 public schools

between physical variables that they want to explore.

a science communicator, and has contributed to multiple blogs and

and instruction time while providing both supports and

active participants in deciding what is being tested

their own procedures and determine the relationships

she now serves as Director of Science Outreach. Jeanne also works as

First-Hand Exposure to Spectroscopy and Microscopy Techniques Facilitator: New York Structural Biology Center WEDNESDAYS, OCT 10, OCT 17 OFFSITE  SCIENCE + PLEASE NOTE: THIS MINI-COURSE IS TWO SESSIONS.

throughout New York City and beyond. Kara earned a M.S. Ed in Early

At the New York Structural Biology Center (NYSBC),

Adolescence from Bank Street College and a B.A. in American Studies

participants will be introduced to some of the

from Stanford University. She is currently completing a Ph.D. in Urban

concepts and experimental methods used by structural

We will then work together to create new inquiry

Education from the Graduate Center of the City University of New York.

activities that allow students to study the aspect of

Kara is the author of several publications for and with teachers as well as

biologists to understand “molecular machines,”

a co-founder of the numeracy blog www.numberstrings.com.

the biological complexes that carry out multiple

a topic that most interests them. The course will

functions within our cells. Teachers will learn about

aim to create activities or modify existing ones for Regents Physics, as well as AP Physics, that are inquiry based, where students are coming up with strategies, hypotheses and procedures on their own.

Bruce Greenspan is an MƒA Master Teacher and science teacher at Brooklyn Technical High School in Brooklyn.

Joshua Paugh is an MƒA Early Career Teacher and science teacher at Brooklyn Technical High School in Brooklyn.

Engaging the Extremes Facilitators: Rhonda Bondie, Ph.D., and Kara Imm THURSDAY & FRIDAY, NOV 1, NOV 2 MƒA  INQUIRY, PRACTICE & LEADERSHIP + PLEASE NOTE: THIS MINI-COURSE IS A TWO SESSION INTENSIVE, THAT MEETS ON A CONSECUTIVE THURSDAY AND FRIDAY. TEACHERS ARE ASKED TO BRING IN AN UPCOMING UNIT OR TASK TO WORK ON.

Bring the most challenging concept you are tasked with teaching, and we will collaboratively plan instruction in ways that engage all students, especially students on the extreme range of variables that may impact learning. Use time-efficient planning strategies to increase clarity, access, rigor, and relevance for all

Find your Inner Equilibrium for Teaching Equilibrium Facilitators: Disan Davis, Ph.D., and Jeanne Garbarino, Ph.D.

the advanced techniques of NMR Spectroscopy, X-ray crystallography, cryo-electron microscopy, and have the opportunity to see the equipment first-hand. A core focus for the two session mini-course will be

WEDNESDAYS, OCT 10, OCT 17, OCT 24

preparing teachers to possibly bring their students on a

OFFSITE

field trip to NYSBC in the spring.

 SCIENCE

Equilibrium can be a hard concept to master for students (and ourselves). What is equilibrium? How does a system behave that is or is not at equilibrium?

Where is it found across chemistry as well as the rest of the science curriculum? How is equilibrium relevant to science research, and in our everyday lives? This mini-course at Rockefeller University will explore inquiry activities for teaching equilibrium conceptually as well as applications of the equilibrium concept in a variety of other situations. Come prepared to share your successes, stresses, and challenges with this crosscutting topic.

Disan Davis, Ph.D., works with Rockefeller University’s Science Outreach Program, including creating neuroscience educational materials for high school students and running teacher professional development sessions that draw on her experiences in the lab and the classroom.

students. Learn how to adjust instruction to provide 23

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Mini-Courses

Harlem DNA at MƒA - Human DNA Fingerprint: Genotyping a “Jumping Gene” Facilitator: Melissa Lee MONDAYS, SEP 24, OCT 15, OCT 29

The New York Structural Biology Center, NYSBC, is an organization of nine eminent academic research institutions. Founded in 1999, NYSBC is a not-for-profit consortium that provides advanced resources in structural biology to its members and outside users.

MƒA

probability as tools for prediction and decision making when facing uncertainty.

Philip Dituri is a visiting assistant professor of mathematics education in the Division of Curriculum and Teaching at Fordham University and the

 SCIENCE

Director of Education at the non-profit FiCycle. He was a mathematics

In this mini-course, participants will be introduced to

instructional coach, chairperson of the mathematics department, and

one of Harlem DNA’s footlocker labs, an experiment

Hard Conversations on Race and Equity: Facilitation Support for Teacher Leaders Facilitator: Lindsey Charles

testing. In this course, we will explore statistics and

teacher of secondary mathematics at New Design High School for 13 years. During his time teaching in public school, he was a MƒA Master

that examines an ancient DNA polymorphism called a

Teacher and a Big Apple award finalist.

transposon, or “ jumping gene,” on chromosome 16.

Jack Marley-Payne is responsible for developing the course materials

Mimicking forensic DNA fingerprinting and genetic

for FiCycle. He came to the US from the UK to get a Ph.D. in Philosophy

THURSDAYS, SEP 27, OCT 18, NOV 8

diagnosis, teachers will prepare a sample of their

from MIT, where he wrote a thesis on knowledge in the face of our

MƒA

own DNA from cells obtained by saline mouthwash,

psychological limitations as well as teaching a range of undergraduate

 INQUIRY, PRACTICE & LEADERSHIP

and PCR will be used to amplify polymorphic DNA

+ PLEASE NOTE: THIS COURSE IS FOR TEACHERS WHO ARE LEADING PROFESSIONAL DEVELOPMENT AT MƒA OR AT THEIR SCHOOL IN WHICH THEY ARE LEADING CONVERSATIONS ABOUT RACE AND EQUITY. THIS IS NOT A COURSE FOR TEACHERS WHO ARE NEW TO THIS WORK.

fragments. After gel electrophoresis, molecular

Facilitating conversations at MƒA or with your school community on issues of equity, race, and antioppression work is extremely important and can be very difficult. This mini-course will provide space to learn, build on, and practice skills that can help us lead these conversations. We will learn activities that support equity work and consider how they

genotypes will be scored, and class data used to explore population genetics, Hardy-Weinberg equilibrium, and theories of human evolution. The techniques used in this experiment can be transferred to any classroom, lab or no, and are an excellent way for biology teachers to introduce DNA to their students.

Melissa Lee is the manager of the Harlem DNA Lab, an operating unit of Cold Spring Harbor Laboratory’s DNA Learning Center. She is both

seminars.

How to Design Project-Based Learning Experiences Facilitator: MƒA Master Teacher John Derian WEDNESDAYS, DEC 5, DEC 19, JAN 2 MƒA  INQUIRY, PRACTICE & LEADERSHIP

Are you interested in Project-Based Learning (PBL), but don’t know how to begin to design your own PBL experience? Project-based curriculum design is about

an educator and researcher with experience as a former NYCDOE

more than doing hands-on activities; it’s about creating

may impact the culture of professional spaces. In

high school teacher and as a lab technician who studied mouse brain

experiences where all students feel like their learning

addition, we will identify the risk levels associated

development at New York University.

is purposeful, connected, meaningful, and frankly -

with each activity, learn protocols to engage in hard conversations, and explore how to work with folks who are entering into the conversation around equity from different perspectives. This course is a great opportunity to share space and resources with colleagues who are taking the lead in facilitating these crucial conversations around equity, racial justice, and anti-oppression work in our schools and professional

fun. In this mini-course, teachers will collaborate with

How the Binomial Theorem, Random Walks, and Standard Deviation Help You Invest Facilitators: Phil Dituri, Ph.D., and Jack MarleyPayne, Ph.D. THURSDAYS, JAN 10, JAN 17, JAN 31 MƒA  MATHEMATICS

the other participants to develop a PBL experience for their classrooms. To accomplish this, they will collaboratively explore the various parts of a PBL unit, the different types of final products students can create, and learn how to scaffold these projects.

Additionally, teachers will examine how formative and summative assessments and differentiation can be

In this mini-course we will discuss and present ways

embedded into a project, and how to align content and

to teach probability and statistics in a unified manner

skill standards. By the end of this mini-course, teachers

with clients on a variety of issues including conflict resolution and

centered around real world financial problems. We

will have developed their own project to implement in

mediation, restorative practice policies and protocols, diversity and

will engage in real world problems around managing

inclusion strategies, and physical and verbal de-escalation. She is a

their classroom and have the knowledge and resources

money and risk and learn to model these complex

to help them design future projects.

communities.

Lindsey Charles is a consultant for Vision Change Win where she works

licensed social worker and a certified health coach with over 10 years of nonprofit experience. She is also the Associate Director of Support

situations using high school mathematics. Typically,

Services at FEGS (Federation Employment Guidance Services) where she

in high school curricula, most statistics topics are

supports teachers in the NYCDOE with trainings, technical assistance,

introduced by sampling problems and hypothesis

John Derian is an MƒA Master Teacher and science teacher at Brooklyn International High School in Brooklyn.

and innovative protocols to more effectively work with young people.

24

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Mini-Courses

The Integers, Rationals, and Real Numbers Facilitator: Daniel Zaharopol, Ph.D. WEDNESDAYS, OCT 17, NOV 7, NOV 28

Instructional Routines in the Mathematics Classroom Facilitators: MƒA Master Teachers Nancy Buck and Kit Golan

MƒA  MATHEMATICS

TUESDAYS, OCT 2, OCT 16, OCT 30

+ PLEASE NOTE: NOV 28 IS A DOE MIDDLE SCHOOL PARENT TEACHER CONFERENCE DATE.

MƒA

MONDAYS, OCT 15, OCT 29, NOV 5

The integers are way more complicated than they

MƒA

seem. Even though they’re based on simple rules, there

 MATHEMATICS

Instructional Routines are specific and repeatable designs for learning that support both the teacher and students in the classroom. Each routine provides a familiar, accessible structure that supports automaticity of mathematical thinking and problem solving, enabling all students to engage more fully in learning opportunities while building crucial mathematical thinking habits. These routines are very flexible and can be utilized in the classroom at the beginning of a class as a warm-up, or they can also be used as the entire lesson for that day. In this mini-course, we will explore the Connecting Representations routine in depth. Connecting Representations is an Instructional Routine developed by math educators Grace Kelemanik and Amy Lucenta that supports students in thinking structurally about mathematics. We will

are many unsolved problems about them - and even some problems we can prove will never be solved.

To give an authentic mathematical description of the

+ PLEASE NOTE: THIS IS THE FIRST OF A TWO-COURSE SEQUENCE. THE FALL MINI-COURSE IS INTENDED FOR TEACHERS INTERESTED IN TAKING AN INTRODUCTORY COURSE IN JAVASCRIPT PROGRAMMING OR COMPUTER SCIENCE TEACHERS LOOKING FOR ENGAGING JAVASCRIPT-BASED ACTIVITIES FOR THEIR CLASSROOM. THE SPRING COURSE WILL COVER MORE ADVANCED TOPICS IN JAVASCRIPT AND P5.

Are you a visual learner? Are you looking for tools

that will let us fully understand what integers can and

to learn real-world programming skills in a highly

cannot do. And so a question arises - How can we

engaging manner? In this course, teachers will

build them, and other number systems like the rational

learn the fundamental concepts behind JavaScript

numbers and real numbers mathematically? In this

programming through using p5.js, a library that “makes

course, we’ll find out as we explore the construction of

coding accessible for artists, designers, educators, and

various number systems. We’ll solve some interesting

beginners,” according to the p5.js landing page. The

problems and develop our own definitions for how

visual aspects of this course will make grasping these

number systems ought to work, building our way up

fundamentals easier and allow new programmers to

together to the real numbers. Eventually, we’ll also

get started quickly by creating animations and games.

learn just how much “bigger” of an infinity the real

JavaScript is everywhere: it is used to create web

numbers really are.

applications, data visualizations, and even mobile

Dan Zaharopol, Ph.D., is the founder of the Bridge to Enter Advanced

apps. Teachers will walk away ready to teach basic

Mathematics (BEAM) program at the Art of Problem Solving Initiative,

programming concepts with activities that promote

Inc., where he serves as Executive Director. Dan is the winner of both

collaboration and creativity.

teaching and leadership awards, including the Cornuelle Award for

of our own creation to facilitate this course. We will

Social Entrepreneurship for his work scaling BEAM within New York City

be unpacking the routine as a group, practicing the

and now Los Angeles. He has an undergraduate degree in mathematics

discussing the experience as a group. If there is time

 COMPUTER SCIENCE AND TECHNOLOGY

integers, we need to start from more basic principles

be using examples from the New Visions website and

routine, trying the routine with our own students, and

Introduction to Programming with JavaScript and p5.js Facilitators: MƒA Master Teachers Matt Carlberg, Ben Siegel, and Margaret Tanzosh

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

from MIT and dual masters degrees in mathematics and teaching

Benjamin Siegel is an MƒA Master Teacher and mathematics teacher at

mathematics from the University of Illinois.

University Prep Charter High School in the Bronx.

Margaret Tanzosh is an MƒA Master Teacher and science teacher at

permitted, we will also look at other routines such as

New Explorations into Science, Technology and Math High School in

Contemplate then Calculate or Problem Strings.

Manhattan.

Nancy Buck is an MƒA Master Teacher and mathematics teacher at Young Women’s Leadership School of the Bronx in the Bronx.

Kit Golan is an MƒA Master Teacher and mathematics teacher at Hunters Point Middle School in Queens.

Introduction to Python Facilitators: MƒA Early Career Teacher Alexander Duff and MƒA Master Teacher Andrew O’Grady WEDNESDAYS, NOV 28, DEC 12, DEC 19 MƒA  COMPUTER SCIENCE AND TECHNOLOGY + PLEASE NOTE: NOV 28 IS A DOE MIDDLE SCHOOL PARENT TEACHER CONFERENCE DATE.

25

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Mini-Courses

of pieces of mathematics, conducting a gallery walk

Ben Blum-Smith, Ph.D., has spent the last eighteen years teaching

and facilitating a math congress. In our second session

and studying the teaching of mathematics. He graduated from Yale

we will meet at a school site where, with our host Python is a computer language that is easy to learn and teach. It’s used by many professional programmers and is known for its readability. There is also an incredible amount of online support through the Python foundation. While this course is for Computer Science teachers who are interested in learning how to teach a course or unit in Python, other STEM teachers who wish to learn Python are also welcome to attend!

During this workshop participants will learn concepts

University and obtained a Masters in Teaching Mathematics from Tufts University before teaching for six years in the public schools of Boston,

teachers, we will preview, observe, document, and

Cambridge, and New York City. Subsequently he worked as a math

debrief two investigations in two different grades.

coach and faculty member of Bard’s MAT program, then completed a

Participants will leave with a deep sense of how each

Ph.D. in mathematics at NYU.

of the key elements — working in conjunction — contributes to the likelihood that students will make sense, and retain, new mathematics.

Kara Imm is a K-12 math educator, currently serving as the Co-Director of Math in the City (City College, NY). In this capacity she provides professional development and school-based coaching to K-12 public

New York City’s Water Story with NYC Department of Environmental Protection Facilitator: Robin Sanchez TUESDAYS, SEP 25, OCT 9, OCT 23 MƒA & OFFSITE

schools throughout New York City and beyond. Kara earned a M.S. Ed

 SCIENCE

in Python through lessons and exercises, and they

in Early Adolescence from Bank Street College and a B.A. in American

will walk away with ideas for scalable Python projects

Studies from Stanford University. She is currently completing a Ph.D. in

+ PLEASE NOTE: THE SECOND SESSION OF THIS MINICOURSE WILL BE HELD AT THE NEWTON CREEK WASTEWATER TREATMENT PLANT.

and knowledge of the online resources available to the Python community. There is no prerequisite

Urban Education from the Graduate Center, The City University of New York. Kara is the author of several publications for and with teachers, as well as a co-founder of the numeracy blog www.numberstrings.com.

knowledge for this course, just an interest in learning programming.

Alex Duff is an MƒA Early Career Teacher and science teacher at Renaissance High School for Musical Theater & Technology in the Bronx.

Andrew O’Grady is an MƒA Master Teacher and science teacher at Bronx

Math-as-Democracy Pedagogy Facilitator: Ben Blum-Smith, Ph.D. TUESDAYS, OCT 16, NOV 6, NOV 20 MƒA  MATHEMATICS

Early College Academy for Teaching & Learning in the Bronx.

Investigations: How to Pose Problems so that Students Learn New Mathematics Facilitator: Kara Imm

Where does your drinking water come from? What happens to your wastewater after it goes down the drain? How can we continue to improve harbor water quality through stormwater management and stewardship? In this mini-course, teachers will dive deeper into the NYC Water Story and explore opportunities for sharing these important water topics with students through STEM and inquiry-based

In principle (if not perfectly in practice), all of

learning experiences. The mini-course will include

humanity’s mathematical knowledge comes from

fun and easily adaptable hands-on activities that focus

a consensus-based democratic process. No one is

on watershed protection, water conservation, water

granted special access to the truth. We acquire new

quality testing, green infrastructure, and stewardship.

TUESDAY, OCT 30 TUESDAY, NOV 8

knowledge through mathematicians advancing ideas and other mathematicians - their equals - declaring

MƒA

of Environmental Protection, which provides Pre-K to 12th grade

those ideas convincing. Scientific consensus is the only

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

certificate of confidence we have. Thus the creation of

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

 MATHEMATICS + PLEASE NOTE: IN ORDER TO PARTICIPATE, TEACHERS MUST ATTEND AN INTER-VISITATION WITH KARA IMM ON NOVEMBER 8. LOCATION: TBD.

In this unique mini-course, we will explore a workshop model in mathematics in which rich investigations are a central component. In our first session we will examine the various key elements that allow investigations, from the tradition of Realistic Mathematics Education (RME), to generate learning for students: leading the launch, assigning just-right partnerships, conferring with mathematicians as they work, supporting the creation

26

mathematical knowledge is a process whose ideal form is a kind of “rule by the people,” even though the reality

Robin Sanchez is the Deputy Director of Education for NYC Department

and sound and noise quality. Education opportunities include field trips, hands-on activities, the annual Water Resources Art and Poetry Contest, teacher trainings, online education modules, and more.

does not always match the ideal. The functioning of a democratic society is also such a process. This mini-course explores the use of this parallel in the math classroom. We will explore a set of pedagogical practices built on the idea that mathematical knowledge production is a metaphor for democracy.

We will dive into what these practices can look like in our classrooms and brainstorm ways to develop them further and take the metaphor in other directions.

Number Routines in Mathematics Classrooms Facilitator: Sadie Estrella THURSDAYS, OCT 11, NOV 8, DEC 6 MƒA  MATHEMATICS

Number routines foster a positive learning environment in which students engage in conversations focused

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Mini-Courses

and sustaining such practices. In addition, we investigate two instructional strategies aimed at supporting teacher comfort and development

around number, operations and number fluency.

In this course, teachers will discuss various types of number routines, including the structures and strengths of each one, how to integrate the routines into current instructional materials and how to plan them into your mathematics instruction. This course is designed with the intention that teachers will engage in a series of number routines, plan for two different

in belonging-centered mathematics instruction.

Examples and content will target teachers of

the option to record themselves using the routine in their classrooms. We will then use these recordings to reflect on our practice and consider the ways we can continue to build and support numeracy for all

MONDAYS, OCT 1, OCT 22, NOV 5, NOV 26 MƒA

elementary level mathematics through Algebra I

 MATHEMATICS

and 10th grade Geometry. Creative-minded science

+ PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE. TEACHERS ARE ASKED TO BRING THEIR OWN LAPTOP AND IT IS STRONGLY RECOMMENDED TO HAVE PROGRAMMING EXPERIENCE IN ORDER TO KEEP PACE WITH THE COURSE.

teachers are welcome as well.

Jamaal Matthews is an associate professor in educational psychology at Montclair State University and a former middle school math teacher

Thousands of teachers use DeltaMath to support

in the Bronx. His research examines the interplay between achievement

students in mastering mathematical concepts but are

motivation, identity, and race in urban mathematics classrooms.

number routines, and share them with students in their classrooms. As part of this course, teachers will have

Programming DeltaMath Modules Facilitators: MƒA Master Teachers Jocelyn Hall and Zach Korzyk

limited in what they can assign to their students based on the topics that have already been programmed.

Probability and Matrices Facilitator: Bowen Kerins

In this mini-course, teachers will learn about and have the opportunity to program their own modules

MONDAYS, OCT 1, OCT 22, NOV 19

on DeltaMath. Modules are created using random

MƒA

numbers to generate hundreds of problems of a

 MATHEMATICS

given type, with corresponding solutions, that are

Flip a coin repeatedly. How many flips will it take until

automatically graded, allowing students unlimited

you get three heads in a row? This course explores

practice until they develop mastery. Teachers will be

various ways of analyzing what happens when you

given a special programmer account on DeltaMath,

curriculum. She has previously worked for the Hawaii Department of

combine probability with simple rule-based games. If

allowing them to upload code, create problems

Education teaching secondary mathematics at Hana School and as

a game ends, how long will it take to end? If it doesn’t

and assign them to their own students. Teachers

a math coach supporting, coaching and learning from K-12 teachers

end, what happens in the long term? Along the way,

will develop the ability to think algorithmically by

participants will learn why matrix multiplication is

considering the structure and predictability of the

defined the way that it is. The contexts and methods

various math problem types they teach on a daily basis.

developed in the course will be low-threshold, high-

Jocelyn Hall is an MƒA Master Teacher and science teacher at Fiorello

ceiling, with plenty of interesting mathematics for any

H. LaGuardia High School of Music & Art and Performing Arts in

grade level.

Manhattan.

students, increase classroom discourse and provide a safe learning environment.

Sadie Estrella has been a teacher of mathematics since 2004. She currently works for Illustrative Mathematics helping design grades 6-12

around mathematics. She is extremely passionate about teaching and loves to work with children to change how they feel about mathematics.

On Mindset and Practices for Belonging-centered Mathematics Instruction Facilitator: Jamaal Matthews, Ph.D. WEDNESDAYS, OCT 10, OCT 24, NOV 14

Bowen Kerins is a curriculum writer and former teacher, specializing

MƒA

in problem-based courses that emphasize habits of mind and building

 MATHEMATICS + PLEASE NOTE: NOV 14 IS A DOE ELEMENTARY SCHOOL PARENT TEACHER CONFERENCE DATE.

Mathematics educators have begun to acknowledge the importance of equity-based teaching practices for protecting a sense of belonging among students who have been historically marginalized in mathematics.

However, many teachers still struggle with how to enact culturally responsive and belonging-centered

Zach Korzyk is an MƒA Master Teacher and mathematics teacher at Manhattan Village Academy in Manhattan.

connections. He has written and facilitated the mathematics course for teachers at the Park City Mathematics Institute since 2001. He is the mathematical consultant for Snoop Dogg Presents The Joker’s Wild.

Puzzles, Play, and Problem-Solving: Breakout EDU in the STEM Classroom Facilitators: MƒA Early Career Teacher Emily Hart and MƒA Master Teacher Kathryn Litman TUESDAYS, OCT 2, OCT 9, OCT 23, NOV 6 MƒA  INQUIRY, PRACTICE & LEADERSHIP + PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.

instruction. In this mini-course we highlight and

How might we develop Breakout EDU challenge

discuss the critical mindsets necessary for enacting

puzzles to assess and extend math and science content

27

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Mini-Courses knowledge? This mini-course is open to all teachers who want to engage their students in dynamic problem-solving scenarios much like Escape the Room games found throughout the city. The goal of the course is for each teacher or teacher team to utilize the design process to brainstorm, prototype, test and share a Breakout EDU puzzle for their content. Teachers will explore various Breakout EDU games available on their digital platform and create their own puzzles. This course will utilize the Breakout EDU kits with extension packs and the digital resources on breakoutedu.com as well as alternative platforms.

Emily Hart is an MƒA Early Career Teacher and science teacher at KIPP NYC College Prep High School in the Bronx.

Kathryn Litman is an MƒA Master Teacher and mathematics teacher at Quest to Learn in Manhattan.

Real-World Application of Biotechnology with the PTC Bitterness Tasting Gene Facilitators: MƒA Emeritus Teacher Steve Oszust and MƒA Master Teacher Megan Wallner

PTC gene. In the first two sessions we will do DNA

enjoy the game, and are often surprised how such a

extraction, polymerase chain reaction (PCR), and gel

simple game can be used to introduce a wide variety

electrophoresis. In the third session, we will explore the

of mathematical topics. In this mini-course, we

variety of ways that biotechnology can be integrated

will explore some of the mathematics in the game,

WEDNESDAYS, OCT 10, OCT, 24, NOV 14

into science curricula. We will discuss practicalities of

including counting and combinatorics, probability

MƒA & OFFSITE

implementation in the classroom, as well as resources

and statistics, modular arithmetic, linear algebra, and

for reagents and laboratory supplies.

especially (finite) geometry. In this context, a card is a

Steve Oszust is an MƒA Emeritus Teacher and science teacher at

“point” and a set is a “line.” This gives us a system that

Brooklyn International High School in Brooklyn.

satisfies all the usual properties a student encounters

Megan Wallner is an MƒA Master Teacher and science teacher at Sunset

in a standard geometry course, but there are only

Park High School in Brooklyn.

a finite number of points and lines in this case! We

 SCIENCE + PLEASE NOTE: THE FIRST TWO SESSIONS WILL TAKE PLACE AT BIOTECH WITHOUT BORDERS, AND THE THIRD SESSION WILL BE AT THE MƒA OFFICE. ADDITIONALLY, NOV 14 IS A DOE ELEMENTARY SCHOOL PARENT TEACHER CONFERENCE DATE.

Are you looking for an extended biotechnology

will also give some open-ended problems that can

research project? Learn how to use the PTC (Phenylthiocarbamide) bitterness tasting gene to highlight Mendelian principles, evolutionary trends, and how to make them more concrete for their students.

Through a simple taste test experiment, phenotypes

SET®: Using a (Simple) Game to Explore Mathematics Facilitators: Gary Gordon, Ph.D. and Liz McMahon, Ph.D.

help students see how mathematics can enhance their appreciation of the game, and how the game can enhance their appreciation of mathematics. If you would like to learn more about the game, prior

can be recorded, analyzed and compared to findings

MONDAYS, NOV 19, NOV 26, DEC 17

to enrolling in this course, go to www.setgame.com,

of research scientists in the field. Throughout the

MƒA

where you can learn the rules and how to play, and

three sessions of this course, we will do a run-

 MATHEMATICS

practice with a Daily Puzzle.

through of a lab procedure that you can perform with

The card game SET® is played with a special deck

Gary Gordon received his B.A. from the University of Florida in 1977

your students in order to study genotypes for the

of 81 cards. Students of all ages and backgrounds

and his Ph.D. from the University of North Carolina in 1983. His research interests are in combinatorics. He ran Lafayette College’s

28

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Mini-Courses REU program for a decade and has thoroughly enjoyed doing research with enthusiastic undergraduates. His favorite research partner is Liz McMahon, his wife. He is currently the Problem Editor for Math

Talk Less, Teach More: Using Video to Create a Blended or Flipped Classroom Facilitators: MƒA Master Teachers Ryan Bittman and Joshua Wickline

first session, teachers will be i​ntroduced to the LEGO Serious Play method and materials. In the second session, teachers will participate in a​shared building challenge to improve collaboration and storytelling.

WEDNESDAYS, DEC 5, DEC 19, JAN 2

In the third session, w ​ e will use the LEGO Serious

MƒA

Play method to address current challenges in the

Horizons.

 COMPUTER SCIENCE AND TECHNOLOGY

Liz McMahon received her A.B. from Mount Holyoke College in 1975 and

Supplemental videos help support blended-learning

her Ph.D. from the University of North Carolina in 1982. Her research

Heidi Brant is certified by the Association of Master Trainers in the

experiences in our classrooms. Teachers can use

Facilitation of the LEGO Serious Play method and materials. Prior to

an iPad or tablet to create and deliver video lessons

facilitating workshops, Heidi worked for the LEGO Group as a creative

interests are in algebra, combinatorics and finite geometry. She is currently running Lafayette College’s REU program and enjoys sharing

classroom.

digital producer and experience design strategist. She also leads a

math with anyone who will listen. Her favorite research partner is Gary

to enhance instruction ranging from explanatory

Gordon, her husband, and she has coauthored a book, The Joy of SET,

help videos to a fully flipped classroom. In this mini-

with Gary and their two daughters.

course, the facilitators will guide teachers through

Telecommunications Program where her coursework focused on

the production of videos, explore different methods

immersive storytelling and geolocation.

Talk Less, Smile More: Debate and Discussion in the STEM Classroom Facilitator: MƒA Master Teacher Matt Baker

Heidi has a master’s degree in interaction design from NYU’s Interactive

of presenting the videos to students, and look at methods for holding students accountable for their video learning. We will be using a variety of platforms

MONDAYS, OCT 1, OCT 22, NOV 5

to guide the mini-course including Explain Everything,

MƒA

Edpuzzle, Dropbox, and Google Drive.

 INQUIRY, PRACTICE & LEADERSHIP

small design studio working out of New Lab in the Brooklyn Navy Yard.

Ryan Bittman is an MƒA Master Teacher and mathematics teacher at the

Translating Neuroscience Research into Classroom Practices Facilitator: Ido Davidesco, Ph.D. MONDAYS, NOV 26, DEC 3, DEC 10 MƒA

Are you interested in reducing your own talk time

NYC iSchool in Manhattan.

 SCIENCE

and increasing student talk? Do you want to know

Joshua Wickline is an MƒA Master Teacher and science teacher at Talent

In the past two decades, neuroscience has produced a

what students are thinking? Would you like to see

Unlimited High School in Manhattan.

rich body of research on memory, learning, attention

and hear your students reason through and defend their arguments? In this mini-course, we will explore a variety of structures and techniques that can be implemented in any classroom to help create, what

and emotion; but for the most part this research has

Think with your Hands: Innovation in the Classroom with LEGO® Serious Play® Facilitator: Heidi Brant

not been shared with educators, and the translational value of this work to classroom practices has not yet been explored and evaluated. In education practice,

Harvard educator Ron Ritchhart calls, a culture of

TUESDAYS, OCT 2, OCT 16, OCT 30

on the other hand, many programs are identified as

thinking, where reasoning and arguments are visible

MƒA

‘brain-based’ without any support from neuroscience

and valued. Drawing from multiple sources and

 INQUIRY, PRACTICE & LEADERSHIP

research. This mini-course will introduce teachers

experiences, we will immerse ourselves in activities

The LEGO Serious Play methodology is designed to

to cutting-edge neuroscience research and we will

that promote student discussion and debate in and

actively immerse every participant in the process

explore how these findings can inform classroom

about both mathematics and science. Over the course

while embracing a “leaning forward” approach where

practices. We will discuss what we know about the

of several sessions, we will explore methods for

everybody contributes. The bricks are used as a

brain, what we still do not know, and how we can

increasing student talk, develop student to student

medium to build and share ideas through storytelling

bridge the gap between research and practice.

conversations and get students on their feet, excitedly

and metaphors. The method is inclusive, adaptable

Ido Davidesco is a postdoctoral researcher at NYU Department of

debating math problems and scientific ideas. Time will

and can be utilized in many types of situations to

Psychology and the Center for Neural Science. His work focuses on

be given during each session to assess and evaluate

solve complex problems. In this mini-course, you will

integrating neuroscience and education through neuroscientific

the various ideas and develop ways of implementing

learn how to use the LEGO Serious Play method to

appropriate structures into your own classroom.

create a learning experience that is more efficient,

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

more memorable, more enjoyable and last but not

Brooklyn Latin School in Brooklyn.

least engages ALL students from start to finish. In the

29

research in classrooms and through development of neuroscience programs for students and educators. He holds a Ph.D. in computational neuroscience from the Hebrew University of Jerusalem, Israel.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Mini-Courses

course, teachers will consider ways to incorporate discrete mathematics problems – combinatorics (session 1), generating functions (session 2), and graph

Trauma Informed Teaching and Learning Facilitator: Marieke van Woerkom, Ph.D. TUESDAYS, OCT 23, NOV 20, DEC 18, JAN 29 MƒA  INQUIRY, PRACTICE & LEADERSHIP + PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.

Recent research has shown that traumatic childhood experiences are much more common than previously known or recognized. These experiences have a profound impact on a student’s ability to function in the classroom and learn. In this mini-course, teachers will learn what trauma is, how it affects the young people in our care, and how it manifests in the classroom. We will look at how Adverse Childhood Experiences (ACEs) impact the still-developing brain and what skills and practices we as adults can employ

theory (session 3) – into their secondary classrooms.

Rather than advocating for a separate unit (or course)

MƒA  MATHEMATICS

some of the natural ways that these sorts of problems

PhET simulations are free interactive simulations

overlap with and can support the learning of standard

that provide students an open-ended space to play

secondary content (e.g., algebra). We will also discuss

with and explore mathematical concepts. Teachers

connections to both the Common Core Content

can guide students toward specific learning goals

Standards as well as the Common Core Mathematical

by combining simulation exploration with a guided

Practice Standards. In addition, we will explore some

activity and facilitating student discussions. Bring your

other features of discrete mathematics problems that

favorite device (laptop, tablet, or Chromebook) and

are pedagogically productive – namely, that they are

learn how to design and facilitate sim-based lessons

inherently accessible (i.e., low-entry, high-ceiling), and

that engage your students and encourage conceptual

that they promote equity and diversity by broadening

understanding of pre-algebra and algebra topics.

a sense of what is, and who can do, mathematics (i.e.,

This mini-course will focus on concepts commonly

promoting equity and diversity).

taught in grades 6-9, but all simulations (covering K-12

Nick Wasserman is Assistant Professor at Teachers College, Columbia

math and science topics) can be found at http://phet.

University in the program in mathematics education. He studied at

colorado.edu.

the University of Texas at Austin with the UTeach program and was a

to support student learning. Over the course of four

secondary mathematics teacher for six years. His scholarly interests

sessions, a combination of mindful awareness practices

focus on secondary mathematics teacher education, particularly

discussed and practiced.

TUESDAYS, NOV 13, DEC 11, JAN 8

on discrete mathematics, this mini-course will explore

to create more trauma-aware and sensitive classrooms

and social and emotional skills will be introduced,

Using PhET Simulations in the Mathematics Classroom Facilitator: Amanda McGarry

exploring how more advanced mathematics knowledge is relevant for teachers and influences secondary classroom teaching and practice.

Amanda McGarry is the Associate Director of Math at PhET Interactive Simulations at the University of Colorado Boulder where she oversees math sim design, teaching resources, and teacher outreach and partnerships. Amanda is also a former MƒA Master Teacher and MƒA Fellow.

Marieke Van Woerkom has worked with students, educators and administrators for over 20 years. With a background in social psychology, she has worked in schools across the city to help strengthen classroom communities and create more conducive teaching and learning environments for all. Her focus is on how social and emotional learning (SEL) impacts the academic environment and how restorative practices help break the school to prison pipeline.

Using Discrete Mathematics Problems in Secondary Teaching Facilitator: Nick Wasserman, Ph.D.

Using Python to Problem-Solve Facilitator: MƒA Master Teacher Bradley Pierce THURSDAYS, OCT 11, NOV 15, DEC 20, JAN 17 MƒA  COMPUTER SCIENCE AND TECHNOLOGY + PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE. ADDITIONALLY, NOV 15 IS A DOE ELEMENTARY SCHOOL PARENT TEACHER CONFERENCE DATE.

Are you relatively new to programming and want to sharpen your Python skills? Have you taken an

THURSDAYS, OCT 18, OCT 25, NOV 8

Introduction to Python mini-course, or will you be

MƒA

taking one this fall? Are you familiar with variables,

 MATHEMATICS

loops, and user-defined functions? If you answered

Discrete mathematics is often neglected in secondary

yes to one of these questions, then this mini-course is

schools. Yet it is full of interesting, fun, and challenging

for you. The best way to learn to program is through

problems that provide rich opportunities for

practice. We will engage in problem-based, hands-

mathematical thinking and reasoning. In this mini-

on Python programming tasks in a setting where

30

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Mini-Courses participants can easily access support. The facilitator will provide a variety of tasks to choose from; however, teachers are welcome to bring their own problems to work on.

Bradley Pierce is an MƒA Master Teacher and computer science teacher at the International High School at Union Square in Manhattan.

Water Flow and Transport Models For the Classroom Facilitator: Martin Stute , Ph.D. WEDNESDAYS, OCT 17, FEB 6 MƒA  SCIENCE + PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.

Portable Plexiglas sand tanks are an efficient tool to illustrate basic principles of the water cycle with a special emphasis on groundwater flow and transport.

Using Video to Catalyze Learning: A Model Flipped Classroom in Chemistry Facilitators: Gustavo Lopez, Ph.D., and Donna McGregor, Ph.D.

These tanks, which will be available through MƒA to check out from our lending library, provide actual models in Earth Science and Environmental Science.

In your classroom, students of all grades can run

MONDAYS, NOV 19, DEC 3, DEC 17

their own experiments that yield qualitative or

MƒA

quantitative results. The goal of this workshop is to

 SCIENCE

While there are very many variations of a flipped classroom, the most prevalent definition is that content explication is moved out of the classroom (usually in the form of short focused videos) and class time is re-purposed for more active learning practices. In this course, we will emphasize how to use video instruction as a basis for building knowledge by thinking about two central ideas: 1) the design of content videos that can be used to enable active learning and 2) the building of more advanced content knowledge through in-class problem solving. While the basis for the course will be an example from a college General Chemistry course, the principles and practices discussed are modified for the high school chemistry curriculum and can certainly

familiarize teachers with the interactive capabilities of the model to demonstrate a range of concepts including: factors controlling groundwater flow, Darcy’s law and hydraulic heads (potential energy), recharge and discharge, interactions between surface and groundwater, depletion of water resources by pumping, contaminant transport, and methods for groundwater cleanup such as ‘pump and treat.’

Teachers will have the opportunity to interact with the tanks during the workshop. In addition, they will be able to voice preferences on how to use the tanks in their curriculum during the first session, which will be considered and built into modules including instructional videos by students at Barnard College in time for the second session.

be applied to any STEM classroom.

Martin Stute is a professor at Barnard College and a researcher at

Gustavo Lopez, Ph.D., is a Professor of Chemistry at Lehman College.

related to water and energy. He is a big fan of experiential learning and

His research is on the development and application of computational

has developed several interactive sand tank simulators.

Lamont-Doherty Earth Observatory. He works on a wide range of topics

methods aimed at understanding the behavior of condensed matter, including bio- and nano-materials.

Donna McGregor, Ph.D., is a research scientist and assistant professor at Lehman College. Her laboratory research program makes use of amino acids as chemical building blocks for the development of interesting nano-materials and her interest in Chemical Education is centered around the use of new technology to engage students in the learning and practice of science.

31

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

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

32

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Extended Length Courses

Action Research: Incorporating it into your Pedagogy Facilitators: MƒA Master Teachers Nancy Buck and Queila Cordero

Developing Mathematics — A Landscape of Learning for Grades K-10 Facilitator: Kara Imm WEDNESDAYS, OCT 10, NOV 7, DEC 5, JAN 9, FEB 6, FEB 27, APR 10, MAY 8

EDNESDAYS, OCT 10, OCT 24, NOV 14, DEC 12, DEC 19, W JAN 9 MƒA  INQUIRY, PRACTICE & LEADERSHIP + PLEASE NOTE: NOV 14 IS A DOE ELEMENTARY SCHOOL PARENT TEACHER CONFERENCE DATE.

Action research is a way for teachers of any subject matter to focus on their own learning and pedagogy.

It is a process where you choose a topic you would like to learn more about in order to deepen and reflect on your own pedagogical practices. We will spend the first session learning more about action research and spend the following five sessions implementing our plans, experimenting in our classrooms, and sharing our findings with our colleagues. This will include writing our research questions, deciding on our methodology, providing one another with meaningful feedback, and analyzing our data. We will also be taking time in this course to think about how to turn our research into proposals for conferences. In the last session, we will share our work as well as reflect on the process as a whole.

MƒA  MATHEMATICS

In this course we will trace the development of mathematics from early number (counting, unitizing, number as quantity and as space), through additive, multiplicative and proportional reasoning structures, and conclude with a study of function. As a class we will construct a connected landscape of learning by identifying the big ideas, strategies and models associated with students’ mathematical development.

We will draw upon classroom video, student work, simulations, investigations and routines from current and past Math in the City classrooms and invited teachers. The course will be of particular interest to anyone who wants to: •

the mathematics of grades K–10 is related •

Queila Cordero is an MƒA Master Teacher and mathematics teacher at Hamilton Grange Middle School in Manhattan.

Study what it means to learn new mathematics from a constructivist frame

•

Situate the idea of learning progressions in classrooms where kids are tackling rich and messy

Nancy Buck is an MƒA Master Teacher and mathematics teacher at Young Women’s Leadership School of the Bronx in the Bronx.

Understand how the mathematics they teach and

investigations •

Use landscapes of learning as naturally differentiated tools for planning, conferring and assessment.

Kara Imm is a K-12 math educator currently serving as the Co-Director of Math in the City (City College, NY), where she provides professional development and school-based coaching to K-12 public schools throughout New York City and beyond. Kara earned a M.S. Ed in Early Adolescence from Bank Street College and a B.A. in American Studies from Stanford University. She is currently completing a Ph.D. in Urban Education from the Graduate Center of the City University of New York.

Kara is the author of several publications for and with teachers as well as a co-founder of the numeracy blog www.numberstrings.com.

33

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Extended Length Courses Exploring Evolution for Living Environment Teachers with HHMI BioInteractive Facilitators: Melissa Csikari, MƒA Master Teachers Suzette Nelson, Arlene Ramos and Ellie Williamson

Five Practices for Orchestrating Productive Mathematics Discussion Facilitators: R. Matthew Greenawalt and MƒA Master Teacher Kit Golan

Introduction to Computer Science Facilitator: MƒA Master Teacher Eric Allatta WEDNESDAYS, OCT 24, NOV 14, DEC 12, DEC 19, JAN 9, JAN 30 MƒA

THURSDAYS, SEP 27, OCT 25, NOV 8, DEC 20 JAN 10, JAN 24

 COMPUTER SCIENCE AND TECHNOLOGY

MƒA  MATHEMATICS

+ PLEASE NOTE: NOV 14 IS A DOE ELEMENTARY SCHOOL PARENT TEACHER CONFERENCE DATE.

THURSDAYS, SEP 20, OCT 18, DEC 20, JAN 24

Ensuring that students go beyond rote memorization and

This course is for teachers who are new or relatively

MƒA

learn to reason mathematically is a critical challenge for

new to the study of computer science and are looking

 SCIENCE

math teachers. A key component to success is creating

for a systematic and carefully built foundation for

+ PLEASE NOTE: THIS COURSE MEETS 4 TIMES IN PERSON AND REQUIRES COMPLETING 2 SELF-PACED ONLINE MODULES TO OBTAIN FULL CREDIT FOR THE COURSE. ADDITIONALLY, SEP 20 IS A DOE MIDDLE SCHOOL CURRICULUM NIGHT.

a classroom that encourages discourse that moves past

continued study. Designing programs means applying

“show and tell” to true understanding. In this extended

a design process to computations beginning with an

length course, we will explore effective discussion

understanding of the data. This course begins with

This course, designed by Howard Hughes Medical

techniques to create a classroom community conducive

recognizing the structure in the data all around us,

Institute (HHMI) BioInteractive, aims to help teachers

to student-centered talk and then we will focus on

starting with simple arithmetic expressions. These

deepen their content knowledge in evolution and

exploring the Five Practices for Orchestrating Productive

expressions build procedures which computer scientists

to provide free classroom-ready resources to teach

Mathematical Discussions - anticipating, monitoring,

learn how to evaluate and then predict outcomes. As

evolution at the high school level, particularly for Living

selecting, sequencing and connecting - introduced by

they design their own programs, they learn to create

Environment teachers. In this course, face-to-face

Mary Kay Stein and Margaret Smith. Together, we will

tools to solve problems by asking, “If there was a tool

meetings are combined with a self-paced online course

explore each of these practices and analyze them in

that already exists to solve my problem, how would

where we’ll explore adapting evolution resources for

action. Over the course of the semester, participants will

it work?” They break down large problems into small

use in your classroom and unpacking big challenges in

have the opportunity to master the practices, apply them

problems and recursively apply their skills to build

evolution. The course includes an investigation of three

to their own content, enact them with colleagues and

complex systems. In this course, teachers will learn

units - Unit 1 focuses on the mechanisms of evolution,

students, reflect on their outcomes, and troubleshoot

to solve computational problems by applying these

Unit 2 focuses on sources of evidence supporting

with peers.

fundamental skills of computer science. Participants

evolutionary theory, and Unit 3 focuses on patterns of

R. Matthew Greenawalt is an assistant principal at the Clinton School in

will solve many computational problems, build a video

evolution, including phylogenies and macroevolution.

Manhattan. He spent twelve years teaching middle school math in the

game, and design custom image composition programs.

Bronx and Manhattan before moving into administration. Matt believes

Melissa Csikari is a Program Officer at HHMI, and has extensive

Content from this course is expressed in the Racket

that a school’s greatest asset is the staff and believes that building a

experience in science education, having taught and developed

strong and trusting community is paramount. Matt was an MƒA Master

programming language and its descendant Pyret and is

curriculum in informal as well as formal educational settings. Her

Teacher before becoming an administrator. He received his Bachelor’s

focus at HHMI BioInteractive is primarily around outreach and content

degree from Williams College and his Master’s degree in Leadership in

Brown University.

development for undergraduate introductory biology courses and their

Mathematics from Bank Street College of Education.

Eric Allatta is an MƒA Master Teacher and computer science teacher at

Kit Golan is an MƒA Master Teacher and mathematics teacher at Hunters

Academy for Software Engineering in Manhattan.

extensions into AP Biology.

Suzette Nelson is an MƒA Master Teacher and science teacher at Clara

aligned with the CS017/19 Introduction to CS courses at

Point Middle School in Queens.

Barton High School in Brooklyn.

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

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

34

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Extended Length Courses Teaching the Great Diseases in your Classroom: Cancer Facilitators: Revati Masimali, Ph.D., and MƒA Early Career Teacher Vince Joralemon THURSDAYS, OCT 4, OCT 25, NOV 15, DEC 6 MƒA  SCIENCE + PLEASE NOTE: THIS COURSE MEETS 4 TIMES IN PERSON AND REQUIRES COMPLETING 2 SELF-PACED ONLINE MODULES TO OBTAIN FULL CREDIT FOR THE COURSE. ADDITIONALLY, SEP 20 IS A DOE MIDDLE SCHOOL CURRICULUM NIGHT.

This extended length blended course allows teachers to engage in graduate level content based around teaching the real world science of cancer. Through a mixture of online coursework and in-person sessions, teachers will be introduced to various pedagogical techniques and resources they can use to teach the content in their classrooms. Teachers will have the opportunity to see how this work is being done in NYC public schools through examining student work as well as discuss ways to incorporate the Great Diseases into their own classrooms.

Revati Masilamani, Ph.D., is a project leader at the Center for Translational Science Education, building the Great Diseases projects at Tufts University. Her work is aimed at enhancing science education in the 21st century by bringing benchtop and bedside science to the classroom.

Vincent Joralemon is an MƒA Early Career Teacher and science teacher at Frank Mccourt High School in Manhattan.

35

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Single Session Workshops Single session workshops are one-time workshops where experts from the MƒA Master Teacher community as well as outside academic institutions engage MƒA teachers at the cutting edge of their content area and/or pedagogical practice.

36

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Single Session Workshops Advisory Activities for College Readiness Facilitator: Allison Palmer

cream making (which can engage students in thinking about solubility, phase changes, and freezing point depression), the non-burning water balloon (which

WEDNESDAY, OCT 17

relates to specific heat and energy transfer) and objects

MƒA

deflating in colder temperatures (which illustrates

TUESDAY, NOV 6

gas laws, the relationship between temperature, and

MƒA

pressure).

 INQUIRY, PRACTICE & LEADERSHIP

How can you most effectively use advisory time with your students to support them throughout the complex college admissions process? This interactive workshop is designed to support you in doing just that. Teachers will leave with an understanding of the skills, knowledge, and preparation that a student needs to complete the college application process and successfully matriculate into college. In addition, we will share activities, tools, and resources that teachers can use to support students as they navigate this complicated process.

this interactive college access workshop, you will be

Steven O’Malley, Ph.D., is an MƒA Master Teacher and science teacher at

provided with an overview of the college admissions

Stuyvesant High School in Manhattan.

MONDAY, DEC 10 MƒA  COMPUTER SCIENCE AND TECHNOLOGY

Center in July 2001. She holds an M.S. in social administration from

single session workshop will offer teachers with little

Columbia University’s School of Social Work and a B.A. in history from

or no experience with computer programming an

 SCIENCE

process and with the necessary tools to support students through the process. Topics of discussion

Coding with EarSketch Facilitators: Doretha Dawkins and Yamilee Toussaint

to create music through computer programming. This

OFFSITE

our students to navigate and teachers can be great resources for supporting students in this process. In

joined New Settlement as the founding director of the College Access

THURSDAY, JAN 17

Applying to college is a complicated process for

NYC College Prep High School in the Bronx.

EarSketch is a free coding platform that allows students

Chemistry Demo Derby – a Phenomena(lly)Oriented Edition Facilitators: MƒA Early Career Teacher Emily Hart and MƒA Master Teacher Steven O’Malley

 INQUIRY, PRACTICE & LEADERSHIP

Emily Hart is an MƒA Early Career Teacher and science teacher at KIPP

Allison Palmer is the Senior Director of the College Access Center (CAC),

Wesleyan University.

College Access Facilitator: Allison Palmer

opportunity to effectively introduce it to students in a fun and innovative way! Throughout the workshop, teachers will learn the basic coding functions in EarSketch as well as how to use variables, lists, and forloops to make a song. It is a tool to help integrate the

include the college admissions timeline, writing effective recommendations, assisting with personal statements, and preparing students for the ACT and SAT. Allison Palmer is the Senior Director of the College Access Center (CAC), joined New Settlement as the founding director of the College Access Center in July 2001. She holds an M.S. in social administration from Columbia University’s School of Social Work and a B.A. in history from Wesleyan University.

Counting Circles to Support Building Number Fluency Facilitator: Sadie Estrella WEDNESDAY, NOV 7 MƒA  MATHEMATICS

arts into your teaching practices, allowing your STEM

Students need daily practice playing with numbers in

classroom to be a little more STEAMy.

order to build number fluency. Number routines like

Doretha Dawkins is the Program Director of STEM from Dance. Dorotha

counting circles provide a safe environment for students

taught in Harlem as a special education teacher, and has her BA from

to engage in mathematical discussions and build

Our instruction is more powerful when we infuse it with

Cornell.

numeracy strategies. Come learn about counting circles,

compelling phenomena that students can investigate

Yamilee Toussaint is the founder of STEM from Dance, which aims to

how it supports your students in building number

and attempt to explain. Really good phenomena can

increase the number of underrepresented minority high school girls

fluency, and get started planning to sustain this daily

anchor a unit by giving something that teachers can

across the nation who pursue a STEM undergraduate education. Prior to this role, she taught high school algebra in East New York, studied

routine in your classroom.

keep referring back to, and that students can question, explore, and gain deeper knowledge about over time.

mechanical engineering at MIT, and has been dancing for 21 years.

Sadie Estrella has been a teacher of mathematics since 2004. She currently works for Illustrative Mathematics helping design grades 6-12

In this single session, teachers will bring demos that

curriculum. She has previously worked for the Hawaii Department of

illustrate a phenomenon and lead to investigations that

Education teaching secondary mathematics at Hana School and as

can be used to surface and question student thinking.

We will share them – demo-derby style! Some examples

a math coach supporting, coaching and learning from K-12 teachers around mathematics. She is extremely passionate about teaching and loves to work with children to change how they feel about mathematics.

of demos that relate to deeper phenomena are ice37

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Single Session Workshops Crickets in the Classroom Facilitators: MƒA Early Career Teachers Peri Mason and Emily Schmidt THURSDAY, JAN 24

and execute an experiment aimed at understanding a

about mathematics, and the idea of who can “do”

specific behavior that we have observed. We think you’ll

mathematics. In addition, teachers will learn how to

find that crickets are more than just lizard food.

apply critical and theoretical approaches to provide

Peri Mason, Ph.D., is an MƒA Early Career Teacher and science teacher at

students with opportunities to explore and critically

Bard High School Early College Queens in Queens.

reflect on popular cultures’ representations of

Emily Schmidt, Ph.D., is an MƒA Early Career Teacher and science

mathematics. We hope these conversations can set the

teacher at Bronx High School of Science in the Bronx.

threshold and normalize the need for what should take place in mathematics classroom, where using popular

MƒA  SCIENCE

Come join us as we delve into the world of animal behavior on the wings of the house cricket, a fascinating and commercially available study organism. These

A Critical Examination of Mathematics in Popular Culture Facilitators: Greg Benoit, Ph.D., and Gábor Salopek, Ed.D.

culture in the classroom could provide a forum to empower students to become more media-literate, and encourage them to think about how the media situates them and shapes their mathematics identities.

insects exhibit an array of behaviors that can be

THURSDAY, JAN 17

Gregory Benoit received his doctorate at Teachers College, Columbia

described and quantified by students, from foraging

MƒA

University in the Math Education program. He uses his experiences as a Boston Public School student and as a Boston Public School

and defense of territory to expressions of personality.

 MATHEMATICS

In this course, we will reveal how the house cricket can

In this workshop teachers will explore, examine

interests include the diversity in mathematics classrooms; mindsets of

be used as a vehicle for learning about the causes and

and reflect on the representations of mathematics,

mathematics; and the use of new theoretical frameworks to transform

consequences of animal behavior while strengthening

mathematics teaching, and mathematics learning

mathematics education. His overall goal is to increase the magnitude of

skills in experimental design. We will develop an

in social media, your favorite books, songs, movies,

ethogram for the house cricket, brainstorm questions

and television shows. We will examine how these

that students might explore with crickets, and design

representations affect popular and academic discourse

teacher to anchor his research and his educational philosophy. His

“a-ha” moments in mathematics classrooms.

Gábor Salopek received his Doctorate in Mathematics Education from Teachers College, Columbia University. He utilizes his research and experience in gifted education learning, mathematical identities, popular culture and academic technology in the classroom to ground his work. He believes as educators we are all lifelong learners.

Deciphering the Secrets Held within Meteorites Facilitator: Ellen Crapster, Ph.D. TUESDAY, OCT 9 MƒA  SCIENCE

Meteorites hold many secrets; from geologic processes on other planets to what the Solar System was like prior to the formation of planets. To both ask and answer these questions planetary scientists and cosmochemists use suites of chemical and petrographic analyses to assemble evidence for the environments and processes we cannot directly observe. We will explore some of the techniques and results while keeping in mind the power of the scientific method, interdisciplinary collaborations, and the adaptability of technology within science. The relevance of this material stems from the power of inspiring topics, like space, to increase curiosity and interest in STEAM fields.

38

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Single Session Workshops

needs to be discovered. This course will delve into the philosophical “discovery vs. invention” debate by examining Symmetry, Roots of Unity, and Euler’s

Dr. Ellen Crapster-Pregont is an instructor for the Frontiers of Science

Trigonometric Form of a Complex Number. We will

core course at Columbia College. Additionally, she continues research

start from the beginning, so participants who have no

on meteorites and early Solar System processes at the American

Evaluating Scientific Claims: An Intro to Statistics, Probability and Hypothesis Testing Facilitator: Klejda Bega, Ph.D. THURSDAY, SEP 20 MƒA

experience with these topics are certainly welcome!

 SCIENCE

to decode black boxes and use science to explain how the world around

Teachers will leave with ideas and materials for

us changes and came to be..

implementation in high school mathematics courses.

+ PLEASE NOTE: SEP 20 IS A DOE MIDDLE SCHOOL CURRICULUM NIGHT.

Museum of Natural History. Her underlying motivation lies with the need

Mara Markinson taught high school mathematics for 6 years and was a

Developing Mathematical Concepts Through Guided Discovery Approach Facilitators: MƒA Master Teachers Irene Espiritu and Deva Thomas WEDNESDAY, OCT 24

2014 MƒA Early Career Fellow. She is currently teaching mathematics

scientists, they all will have to make important life

and mathematics education courses at CUNY Queens College. Mara is

decisions based on scientific claims. Therefore, it is

pursuing a Ph.D. in mathematics education at Columbia University.

important for students to become good consumers and

Steven Deihl is an MƒA Master Teacher and mathematics teacher at East-

citizens of science, able to become discerning readers of

West School of International Studies in Queens.

primary scientific sources and peer-reviewed scientific articles. To achieve that they need to understand the

MƒA  MATHEMATICS

In mathematics, we often want students to take ownership over their learning. In this workshop, we will explore activities where students are invited to build knowledge through a guided discovery approach.

Although most of our students will not become

Egyptian Fractions Facilitator: MƒA Master Teacher Steven Stein

tools scientists use to evaluate claims: the basics of statistics and probability. In this workshop, we will work

THURSDAY, JAN 17

through concepts such as confidence intervals, p-value,

MƒA

correlation vs. causation, random vs. systematic errors,

 MATHEMATICS

The overarching goal of this approach is to foster

The ancient Egyptians had a great deal of mathematical

understanding through thoughtful interactions with new

knowledge, but interestingly, they didn’t have a

mathematical concepts. We will also consider ways to

representation of a “vulgar fraction”, that is, a fraction

support students in this approach that do not take away

with a numerator greater than 1 (such as 3/4). Instead,

from the student thinking and maintain the cognitive

they developed methods of writing such values as

demand of the activity.

the sums of distinct unit fractions (such as 1/2 + 1/4).

probability of rare events, and how these concepts are used to test a hypothesis. In this workshop, we will use published scientific articles, presented at a level suitable for high school students or advanced middle school students, in order to consider how we might encourage our students to apply statistics and probability to solve real life problems.

These sums are now called “Egyptian fractions”. In

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

Margaret S. Douglas in Brooklyn.

this workshop, we will have three goals. The first is to

a Lecturer in Discipline at Columbia University, where she teaches

Deva Thomas is an MƒA Master Teacher and mathematics teacher at I.S.

learn about and experiment with the mathematics of

192 The Linden in Queens.

Egyptian fractions, including some modern conjectures

Irene Espiritu is an MƒA Master Teacher and mathematics at J.H.S. 292

that are still being investigated. The second is to learn

Discovery or Invention?

Facilitators: Mara Markinson and MƒA Master Teacher Steven Deihl

from historical sources and get a sense of how and why the Egyptians developed their methods. The third is to develop ways of bringing this topic into our classrooms.

TUESDAY, NOV 13

This workshop is appropriate for all middle school and

MƒA

high school math teachers, as well as anyone with an

Frontiers of Science, a required interdisciplinary science course, part of the Columbia Core Curriculum.

Exploring Hyperbolic Geometry and Topological Spaces Facilitators: MƒA Master Teachers Kaylee Stephens and Patrick Wong TUESDAY, DEC 11 MƒA

 MATHEMATICS

interest in historical mathematics.

 MATHEMATICS

Students often ask, “Where does this math come from?”

Steven Stein is an MƒA Master Teacher and mathematics at Brooklyn

Look around - we know our world is not flat, and

People generally believe that all of mathematics is an

Technical High School in Brooklyn.

yet we only teach Euclidean geometry in our high

invention that just happens to work and is useful, like

schools. What about the non-Euclidean perspective?

a car engine. Others believe that math is innate and

Join us if you are interested in an introduction to the

39

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Single Session Workshops

build an image file up from digital data. By the end of the session, teachers will have a better understanding of what it means to be digital, and will be able to bring

fundamentals of hyperbolic geometry and topological

examples and exercises from this workshop into their

spaces. We will examine what hyperbolic geometry is

classroom.

and how it relates to the Euclidean geometry we teach.

JonAlf Dyrland-Weaver and Topher Mykolyk are MƒA Master Teachers

One investigation will include some intriguing artwork

and computer science teachers at Stuyvesant High School in Manhattan.

topology, including the definition of homeomorphisms, and contemplate how a coffee cup morphs into a donut.

THURSDAY, OCT 11 MƒA  MATHEMATICS

Why are my middle school students multiplying in

created on the hyperbolic plane to illustrate how parallel lines intersect. We will also explore principles of

From Repeated Addition to the Quotient Rule: Multiplication and Division K to 12 Facilitators: MƒA Master Teachers Scott Matthews and Crystal Thiele

From Isodope to Isopope: Isotopes as a Window Into the Past Facilitator: Logan Brenner, Ph.D.

this strange way and where did they learn this? Have my students learned what they need to in order to make sense of polynomial division? In this workshop,

This workshop is for teachers who have little or no

TUESDAY, NOV 20

K–12 math teachers will come together to explore

experience with non-Euclidean geometry. Our goal is

MƒA

these questions and others with a goal of better

to pique teachers’ interest and provide information to inspire you to continue exploring on your own.

 SCIENCE

What was Earth’s temperature thousands of years ago?

Kaylee Stephens is an MƒA Master Teacher and mathematics at High

What did ancient humans eat? Were dry places always so

School for Construction Trades, Engineering and Architecture in

dry? These questions, and many more, can be answered

Queens.

Patrick Wong is an MƒA Master Teacher and mathematics teacher at International High School at LaGuardia Community College in Queens.

From Bits to Beatles: Representing the World Digitally Facilitators: MƒA Master Teachers JonAlf DyrlandWeaver and Topher Mykolyk THURSDAY, DEC 6 MƒA  COMPUTER SCIENCE AND TECHNOLOGY

Most people know that computers have something to do with binary code, fewer understand this means that all digital data can be represented as a series of 1s and 0s, and fewer still understand how text, images and sounds can be represented as binary data. In this workshop, teachers will explore how binary data are represented on a hardware level, and how text, image, sound and program data can be represented as binary data. The content of this workshop is relevant to anyone

by measuring the abundance of different isotopes. The presence or absence of a neutron in different Earth (or extra terrestrial!) materials is not random but is driven by the surrounding environmental conditions.

This workshop is a crash course in the most powerful paleoclimate proxies, the records of climate before the invention of thermometers and the like. Studying the isotopic composition of corals, bones, fossils, and cave formations allows us to look back in time to understand what once was. Providing baseline information of past climate, the isotope-based paleoclimate proxies help us to put our present into context and predict our future.

understanding the mathematical progressions around multiplication and division. We will consider some of the “newer” multiplication and division models that have become popular in lower grades and then draw connections to models explored in higher grades.

Along the way, we’ll dive into the standards around multiplication and division and look for connections and a storyline throughout the grades that will enable us to tailor our classroom instruction and student tasks, by knowing what our students have been taught in previous years and what they will be expected to know in the future.

Scott Matthews is an MƒA Master Teacher and mathematics at J.H.S. 292 Margaret S. Douglas in Brooklyn.

Crystal Thiele is an MƒA Master Teacher and mathematics teacher at I.S. 192 The Linden in Queens.

We will review the science behind, and application of, various paleoclimate proxies and discuss ways to make this laboratory-heavy field accessible in the classroom.

Genes, Genetics, and Genomics Facilitator: Fabrizio Spagnolo, Ph.D.

You might walk in an Isodope but you will leave an

WEDNESDAY, NOV 28

Isopope with a toolkit for interrogating the past.

MƒA

Dr. Logan Brenner is a lecturer at Columbia University teaching Frontiers of Science, an interdisciplinary science course for all Columbia College Freshmen. In addition, she is a post-doctoral researcher based at

 SCIENCE + PLEASE NOTE: NOV 28 IS A DOE MIDDLE SCHOOL PARENT TEACHER CONFERENCE DATE.

that uses a computer, but would be best suited to

the Lamont-Doherty Earth Observatory studying the geochemical

How will biology and big data collide to foster growth

teachers that are teaching Computer Science (CS) at

composition of corals to reconstruct past climate.

in the 21st century? Where did the science of genetics

their school as this is a topic that is often overlooked in

begin and how has it developed? In this course we

CS curricula. During the session, we will demonstrate

will explore the field of genetics, from its founding

how to break down a web page into digital data and also

in Darwinian science through its role in current big-

40

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Single Session Workshops

Glass in the Class: The Science of Glass Facilitators: Anna Riley and MƒA Master Teacher Daniel Madden

What if it was possible for every student to learn at their own pace? What if it was possible to make sure that every student mastered the content that you were

data initiatives. We will discuss the role genetics

WEDNESDAY, OCT 24

trying to teach? What if it was possible to tailor lessons

has played in the development of statistics and

OFFSITE

to individual students? We often talk about inclusive

eugenics in the early 20th century, Watson and Crick’s

 SCIENCE

classrooms and differentiation, but our ability to meet

discovery of the molecular structure of DNA, and the

Have you ever wondered about the mysterious

each student’s needs in a teacher-centered classroom

ways in which these discoveries have changed how

properties of glass and how it’s a perfect medium

is often hindered by time or the feeling that we are

biology is applied in our modern world. We will also

for instrumentation, in that it is pliable yet rigid? Or

holding other students back if we try to review concepts

examine the development of modern bioinformatics

perhaps, have you wondered about how some forms

that some students haven’t mastered yet. In this course

and how information technology and molecular

of glass can be so heat resistant while others can take

you will receive resources and techniques to create or

biology have collided to create the foundation for

on fluid-like properties at high temperatures? In this

modify an existing self paced unit, where students are

the genomics revolution, including DNA sequencing,

course we will explore the properties of glass and the art

held accountable for their own learning and mastery

GMOs, personalized medicine, and the possibility of

forms of glass blowing and glass working. This course

of the topics. Participants will need to bring a laptop to

resurrecting extinct species.

will give chemistry teachers forays into STEAM and

explore Google Classroom, Edpuzzle, Testwizard, and

Fabrizio Spagnolo is a biologist interested in the ecology and evolution

the applications of chemistry within the arts. Through

Deltamath.

of infectious diseases. He holds a B.A. in Philosophy from Boston

this course, teachers will get a first-hand look into

Kristen Brown is an MƒA Master Teacher and science teacher at NYC

University, as well as an M.A. in Biology and a Ph.D. in Ecology and

the scientific world of glass blowing, including Prince

iSchool in Manhattan.

Rupert Drops, fiber optic cable, neon lighting and more.

Andrew Fitts is an MƒA Early Career Teacher and mathematics teacher at

Journey with us as we explore how the composition of

NYC iSchool in Manhattan.

Evolution, both from Stony Brook University. He is currently a Frontiers of Science Fellow and Lecturer at Columbia University.

Getting to Know Unity Facilitator: MƒA Master Teacher Richard Sullivan WEDNESDAY, NOV 28 MƒA  COMPUTER SCIENCE AND TECHNOLOGY + PLEASE NOTE: NOV 28 IS A DOE MIDDLE SCHOOL PARENT TEACHER CONFERENCE DATE.

Have you ever wanted to make a 3D video game or a

the sand utilized in glass impacts the properties of it as well. From this exciting platform we can then dive deep into how we can connect this work in our classrooms.

This session will help you to shatter that boring old curriculum and forge a shiny new one!

Anna Riley is a visual artist currently in residence at UrbanGlass whose work emerges from a strong desire for material research. Her work, often dependent on experimentation, has been enabled by residencies at Dieu Donné Papermill, the Studio at the Corning Museum of Glass,

VR app, or do so with your 7th-12th grade students? In

WheatonArts, the Thicket, and Wave Pool Gallery. She will be continuing

this workshop, teachers will learn the basics of Unity, a

to research the physical and social influence of colorless glass as the

powerful 3D gaming engine that allows you to build and program 2D and 3D worlds. You’ll see curricular tie-ins across the board: physics (gravity, forces, and torques), algebra and geometry (variables, rotations, translations, dilations, and coordinate systems), computer science and AP computer science (logic, conditionals, variables, and arrays). Unity uses either C# or JavaScript, but teachers of all programming abilities are welcome!

Richard Sullivan is an MƒA Master Teacher and computer science teachers at New Explorations into Science, Technology and Math High School in Manhattan.

41

David Whitehouse Artist in Residence for Research at the Corning Museum.

Daniel Madden is an MƒA Master Teacher and science teacher at Frank Sinatra School of the Arts High School in Queens.

Goldilocks was Right! Just Right Learning in a Self-Paced Classroom Facilitators: MƒA Master Teacher Kristen Brown and MƒA Early Career Teacher Andrew Fitts TUESDAY, JAN 15 MƒA  COMPUTER SCIENCE AND TECHNOLOGY

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Single Session Workshops

New York City schools; participants will examine the ideas, policies, and practices informing contemporary disciplinary policies that exclude, segregate, and

Hijacking the Genome: a Field Guide to using CRISPR in Cancer Research Facilitator: Miguel Foronda, Ph.D.

criminalize students - particularly students of color.

Throughout the workshop participants will consider the

An Introduction to Boolean Algebra and Circuit Optimization Facilitator: MƒA Master Teacher Jeffrey Reeder TUESDAY, DEC 4 MƒA

complicated and often contradictory roles teachers are

 MATHEMATICS

TUESDAY, OCT 30

asked to play in creating classroom order. They will draw

Did you know that 1 + 1 = 1? Well, not always, but in

MƒA

upon these themes and challenges to better understand

the world of Boolean Algebra it’s true! Boolean Algebra

 SCIENCE

their own thinking and practices related to classroom

is the mathematical basis for modern computing. In

Even though the first evidence that CRISPR could

management, disruptive students, and discipline policy.

addition to its importance in computing, Boolean

be used to edit the genome of mammalian cells

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

Algebra has fascinating implications in logic. This

occurred in 2013, the evolution that this invaluable tool

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

interactive workshop will be an introduction to Boolean

for research has experienced is still nascent. In this course, we will explore the most recent and essential

University of California at Berkeley, a master’s in Policy, Organization and Leadership Studies from Stanford University School of Education and a B.A. in English from Brown University.

is being reshaped by these new advances. Given the potential these new developments are already having on cancer research, we will also spend some time considering where we go from here. This course offers a glance into how scientists hijack genomes using state of the art genome editing technologies, with the goal of

An Insider’s Guide to Science Olympiad Facilitators: MƒA Master Teachers Jodi Fertoli, Felicia Giunta, and Everton Henriques MONDAY, SEP 24 MƒA  SCIENCE

bringing effective, fast, and safe therapeutic strategies to

What is Science Olympiad? What “Olympic events” do

the clinic for difficult-to-treat cancers.

students participate in for Science Olympiad? How do

Miguel Foronda obtained his Ph.D. studying the interplay of telomeres

Algebra, and one of the main applications of the algebra: circuit optimization. The course requires no

developments and applications of the CRISPR/Cas9 system, with an emphasis on how cancer research

Algebra, the interplay between logic and Boolean

I start a Science Olympiad team at my school? How

prior knowledge and is accessible to all.

Jeffrey Reeder is an MƒA Master Teacher and mathematics at Special Music School in Manhattan.

It’s a Mod, Mod, Mod, Mod World!

Facilitators: MƒA Master Teachers Shari Eng, Michael Riccardo, and Scott Schwartz TUESDAY, JAN 15 MƒA  MATHEMATICS

in cancer and ageing (CNIO, Madrid). He then moved to the University

do I develop a competitive team? How much time is

of Edinburgh (UK) to learn about stem cells and CRISPR, and later to

involved? Is it worth it? Science Olympiad is a great

As members of MƒA, we all know that 7+8 = 15, right?

Weill Cornell Medicine in New York where he aims to develop novel

way of cultivating and nurturing interests in science,

Maybe not. Sometimes the answer is 7+8 = 3. After

therapeutic strategies in colorectal cancer.

engineering, teamwork, camaraderie, school pride,

all, it is a mod world in which we live. Bad puns aside,

and sportsmanship. This workshop intends to provide

modular arithmetic can be used to justify divisibility

startup and strategic planning, sample curriculum,

tests, determine what day of the week it will be a certain

engineering insight and prototypes, logistics, and a

number of days from today and even to solve linear

variety of different brutally-honest experiences from

Diophantine equations. In this workshop, we’ll play with

TUESDAY, DEC 11

veteran coaches. As a bonus, gain insight from a team

fun problems and explore how modular arithmetic can

MƒA

A Historical Look at School Discipline in New York City Facilitator: Rachel Lissy, Ph.D.

of students on their experiences participating in Science

help us out. Along the way, we’ll also consider how

 INQUIRY, PRACTICE & LEADERSHIP

Olympiad competitions!

these ideas connect to our classrooms. Hurry up and

For as long as there have been schools, there have been

Jodi Fertoli, Felicia Giunta, and Everton Henriques are MƒA Master

students that adults deem “disruptive,” “disorderly”,

Teachers and science teachers at Staten Island Technical High School in

Shari Eng, Michael Riccardo, and Scott Schwartz are MƒA Master

and “unruly.” In this workshop, participants will explore

Staten Island.

Teachers and mathematics teachers at Bayside High School in Queens.

register... the clock is ticking!

themes and challenges related to classroom discipline from a historical perspective. Using the story of the formation and expansion of the use of suspensions in 42

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Single Session Workshops

Mastery-Based Learning Q&A Facilitator: Joy Nolan THURSDAY, OCT 11

Mastery-Based Learning in Math and Science: An Introduction Facilitators: Liz Dowdell, Joy Nolan, MƒA Master Teacher Samantha Adams, and MƒA Early Career Teacher Cristina Rade

MƒA

Flannery Denny is passionate about connecting young people to community and making math relevant. A progressive math educator with 15 years of teaching experience at Manhattan Country School, IS 227Q and Rondout Valley High School, she has been writing and leading math trails for her middle schoolers and their teachers for 9

 INQUIRY, PRACTICE & LEADERSHIP

years. Flannery’s piece Teaching Percent Change + Social Justice =

+ PLEASE NOTE: THE FACILITATORS WILL REACH OUT IN ADVANCE OF THIS WORKSHOP IN ORDER TO GATHER YOUR MASTERY-RELATED QUESTIONS.

Opportunity for Deep Mathematical Discussion is published in the

THURSDAY, SEP 20

Are you interested in making the shift to a mastery-

MƒA

based classroom, but don’t know where to start? Are

Microaggressions and Microinvalidations in a STEM Classroom Facilitator: Darryl Yong, Ph.D.

second edition of Rethinking Mathematics.

 INQUIRY, PRACTICE & LEADERSHIP

you a teacher who has been using a mastery-based

+ PLEASE NOTE: SEP 20 IS A DOE MIDDLE SCHOOL CURRICULUM NIGHT.

approach, but you are encountering roadblocks? This

WEDNESDAY, NOV 7

workshop will provide teachers who are practitioners of

MƒA

“My mindset has completely changed. Instead of

mastery (and those who plan to be practitioners) a space

comparing grades, we are comparing our thoughts. I

to ask questions, voice challenges, and share success

want to find the explanation before I find the correct

stories. Prior to the workshop, facilitators will reach out

answer.” —Georgios, high school student. At a mastery-

to the teachers who are registered in order to collect

based school, students get actionable feedback along

and categorize their questions and concerns about

the path to independent mastery of learning outcomes.

shifting to mastery-based learning.

Expectations are shared from the outset, and students

Joy Nolan co-leads Mastery Collaborative, an active community

take a highly active role in learning. This workshop will

of 40+ NYC public middle and high schools that use culturally

give an overview of philosophy and practice shifts of

responsive, mastery-based shifts. She has a background in student-

mastery-based learning, with two MƒA teachers sharing their approaches. There will be a follow-up single

Liz Dowdell is the Assistant Principal at Urban Assembly Maker Academy.

Prior to this, she taught physics and mathematics and was a member of the 2013 MƒA Master Teacher Cohort of science teachers. As a teacher and instructional leader, Liz leads initiatives to increase the use of instructional technology and promote mastery-based grading systems.

Joy Nolan co-leads Mastery Collaborative, an active community of 40+ NYC public middle and high schools that use culturally responsive, mastery-based shifts. She has a background in studentcentered learning practices, curriculum design, and Common Core

Microaggressions are brief interactions that cause individuals to receive denigrating messages because of their identities. What do microaggressions look like in the STEM classroom? And more broadly, what are the ways in which our students receive invalidating messages that discourage them from learning in our classes? We’ll spend time unpacking these questions

centered learning practices, curriculum design, and Common Core

and developing strategies to affirm our students’

implementation. She is committed to social and racial justice in

identities in the classroom.

education and in our society.

session in which we will respond to questions posed in advance by MƒA teachers/mastery practitioners.

 INQUIRY, PRACTICE & LEADERSHIP

Darryl Yong is a Professor of Mathematics at Harvey Mudd College, Founding Director of the Claremont Colleges Center for Teaching and

Math Trails: Using the City as a Rich Context for Mathematical Inquiry Facilitator: Flannery Denny

Learning, and instructor for the Teacher Leadership Program at IAS/Park City Mathematics Institute. He helped to create Math for America Los Angeles in 2007 and serves on its steering committee. His scholarship has several foci: the retention and professional development of

TUESDAY, SEP 25

secondary school mathematics teachers, effective teaching practices

MƒA

in undergraduate STEM education, and equity, justice, and diversity in

 MATHEMATICS

For middle school students, working in a team to think about patterns, volume, surface area, and estimation

implementation. She is committed to social and racial justice in

while out in the city can bring new energy and

education and in our society.

connection to the study of math. In this workshop, we

Samantha Adams is an MƒA Master Teacher and science teacher at Pan

will first take to the street and experience a short math

American International High School at Monroe in the Bronx.

trail. We will then come back together to look at other

Cristina Rade is an MƒA Early Career Teacher and science teacher at

examples and brainstorm how to connect math trails to

Frank Mccourt High School in Manhattan.

curricula and the neighborhoods we teach in.

higher education.

The Mechanics of Mechanics: Physics Demo Derby Facilitators: MƒA Master Teacher Jared Jax and MƒA Early Career Teacher Marieke Thomas WEDNESDAY, OCT 3 MƒA  SCIENCE

From sports to Slinkys, physics applies to nearly every aspect of our daily lives, yet students often complain that it is the most abstract, difficult-to-understand scientific discipline. Allowing students to investigate

43

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Single Session Workshops physical phenomena can spark their curiosity and may even ground equations in real life. In this single session, each teacher will share a demo or activity illustrating

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

Multilingual Students in the STEM Classroom Facilitators: MƒA Master Teachers Laura Antunez and Pedro Placido Jr.

MƒA Megaphone!

Facilitator: MƒA Director of Research Dennis John WEDNESDAY, OCT 3, OCT 24, DEC 5, JAN 9 MƒA  INQUIRY, PRACTICE & LEADERSHIP + PLEASE NOTE: THERE WILL BE 4 DIFFERENT DATES OFFERED.

a principle of mechanics, along with a short written

TUESDAY, NOV 27

10/3: EARLY CAREER SCIENCE TEACHERS.

description for other teachers to replicate the demo in

MƒA

10/24: EARLY CAREER MATH TEACHERS.

their classrooms. The goal is for every teacher to walk away with new ideas for how to anchor lessons and units around physical phenomena in order to deepen students’ physical intuition and understanding.

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

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

The Molecular Taxonomy of Guilt or Innocence Facilitator: MƒA Master Teacher Shangaza Banfield THURSDAY, OCT 18 MƒA  SCIENCE

 INQUIRY, PRACTICE & LEADERSHIP

12/5: FIRST-TIME MASTER TEACHERS TEACHING SCIENCE.

+ PLEASE NOTE: NOV 27 IS A DOE MIDDLE SCHOOL PARENT TEACHER CONFERENCE DATE.

1/9: FIRST-TIME MASTER TEACHERS TEACHING MATH.

Multilingual Learners (MLs), or English Language Learners (ELLs), enter school with rich cultural histories and broad linguistic repertoires that support academic achievement. Despite this advantage, their academic success is consistently below that of other student groups. The course will be based around and guided by three core values: 1) learners’ linguistic and cultural assets can be built upon to improve educational and socioemotional outcomes, 2) explicit language and literacy strategies should be used across content areas, and 3) the classroom is a tool that can promote ML learning, independence, and social bonding. Join us

In taxonomy, organisms are classified based upon

for this workshop where we’ll provide the necessary

their physical appearance (phenotype). In the case of

tools to effectively support and teach MLs in their STEM

law enforcement, the classification of suspects into

classrooms.

categories of guilt or innocence are also based upon

Laura Antunez is an MƒA Master Teacher and science teacher at

physical characteristics, drawn out by various pieces

Manhattan Bridges High School in Manhattan.

of evidence. For many of these suspects, they have

Pedro Placido Jr. is an MƒA Master Teacher and mathematics teacher at

been placed in correctional facilities in large part due

Manhattan Bridges High School in Manhattan.

to eyewitness accounts. However, the evolution of DNA technology allows scientists to use DNA fingerprinting to provide important information about a suspect’s genetic sequence. Organizations such as the Innocence Project (https://www.innocenceproject.org/) use DNA fingerprinting to free individuals who were erroneously

PLEASE REGISTER FOR ONLY ONE SESSION.

Amplify your voice and join us in a round table discussion! The research team at MƒA is committed to capturing the experiences of all MƒA teachers and works to highlight the power of the MƒA community through a variety of methods. This semester, we’re expanding the way we gather feedback from teachers through single session round table discussions we’re calling ‘MƒA Megaphone’. Each round table discussion will give teachers an opportunity to discuss topics with peers that are relevant to the community and in line with MƒA’s 2018 research theme of Professional Identity. There will be a variety of topics addressed, from professional recognition inside and outside the MƒA community to building new unexpected connections with other professionals.

Dennis John, Ph.D., is the Director of Research at Math for America.

Nix the Tricks Facilitators: MƒA Master Teachers Matt Baker and Kat Glass TUESDAY, NOV 27 MƒA  MATHEMATICS

convicted based upon eyewitness accounts by going

+ PLEASE NOTE: NOV 27 IS A DOE MIDDLE SCHOOL PARENT TEACHER CONFERENCE DATE.

beyond physical descriptions. In this single session

Do your students FOIL or apply the Distributive

course, we will explore whether or not eyewitness

Property? Do you teach them to keep-change-change

accounts should be the sole evidence required for an

or that subtracting a number is like adding its opposite?

indictment, use DNA fingerprinting to solve a case, and

While using tricks may seem like a helpful way to teach

have the opportunity to listen to a guest speaker from

students a procedure in the short-term, we argue that it

the Innocence Project and an exoneree!

44

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Single Session Workshops

The Power of Building Relational Trust in our Teacher Teams Facilitator: R. Matthew Greenawalt

time. What were these routines designed to achieve in math classrooms? What about them do enthusiasts find so powerful? Participants will experience a string

robs students of the opportunity to learn the underlying

MONDAY, NOV 19

together, and have the chance to study a few number or

mathematics that explains what they’re doing. This

MƒA

algebra strings via video before the course as a way of

session will aim to identify the various tricks used in our

 INQUIRY, PRACTICE & LEADERSHIP

deepening our understanding. This session is intended

math classes and then discuss alternative mathematical

Many of us have attended professional development

to provide guiding principles for teachers who are new,

vocabulary. This session is intended for early career

workshops or department meetings where it feels

familiar or well-versed in the practice.

teachers as well as experienced teachers looking to

like everyone is talking at one another, but no one is

Kara Imm is a K-12 math educator, currently serving as the Co-Director

improve the level of mathematical language in their

listening. We dread these meetings. What is worse,

of Math in the City (City College, NY). In this capacity she provides

classrooms. We will base the session on Nix the Tricks,

sometimes we find ourselves leading these meetings!

a work by Tina Cardone and the online math teaching

How do we escape this destructive cycle? When we are

community known as the MTBoS: https://nixthetricks.

intentional and proactive about building community

Studies from Stanford University. She is currently completing a Ph.D. in

com/.

in departments, our meeting times will be more

Urban Education from the Graduate Center, The City University of New

Matt Baker and Kat Glass are MƒA Master Teachers and mathematics

productive. Teachers will be more willing to listen

York. Kara is the author of several publications for and with teachers, as

teachers at The Brooklyn Latin School in Brooklyn.

with intent to learn. This single session will look at the research of Bryk and Schneider, focusing on actionable steps and activities we can incorporate into our department meetings to build relational trust.

R. Matthew Greenawalt is an assistant principal at the Clinton School in Manhattan. He spent twelve years teaching middle school math in the Bronx and Manhattan before moving into administration. Matt believes that a school’s greatest asset is the staff and believes that building a strong and trusting community is paramount. Matt was a Master Teacher

professional development and school-based coaching to K-12 public schools throughout New York City and beyond. Kara earned an M.S. Ed in Early Adolescence from Bank Street College and a B.A. in American

well as a co-founder of the numeracy blog www.numberstrings.com.

The Problem with Pentagons Facilitator: MƒA Master Teacher Patrick Honner TUESDAY, JAN 22 MƒA  MATHEMATICS

Can you tile the plane with pentagons? As simple as

Fellow before becoming an administrator. He received his bachelor’s

this question sounds, the answer wasn’t completely

degree from Williams College and his master’s degree in Leadership in

known until 2017! Come learn about the classification

Mathematics from Bank Street College of Education.

of pentagonal tilings, a complex mathematical problem entirely accessible through elementary geometry, and

Problem Strings, Number Strings, Algebra strings — A History and Framework Facilitator: Kara Imm

whose story spans hundreds of years with a diverse cast of characters. You’ll leave with some ideas for your classroom, and a renewed appreciation for mathematics

TUESDAY, JAN 15

as a living, breathing discipline.

MƒA

Patrick Honner is an MƒA Master Teacher and mathematics teacher at

 MATHEMATICS

Brooklyn Technical High School in Brooklyn.

In this single session course, we will study the original intent of the number string tradition — developed by the Freudenthal Institute and introduced to American classrooms through the work of Cathy Fosnot and Maarten Dolk, co-founders of Math in the City (City College). Together we will delineate the intended

WEDNESDAY, JAN 23

purposes of this mental math routine — and how

MƒA

those purposes have expanded and changed over

45

The Process of Fossil Preservation by Nature Through the Study of a Fossil Collection Facilitators: MƒA Master Teacher Brent Lawrence and MƒA Emeritus Teacher Richard Lebowitz

 SCIENCE

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Single Session Workshops

talking about inclusion. Regardless of what co-teaching currently looks like in your school, what CAN co-

Status in the STEM Classroom Facilitator: Darryl Yong, Ph.D.

teaching look like? What strategies exist for developing

MONDAY, NOV 5

A fossil collection is a great manipulative to motivate

positive relationships with your co-teachers? What

MƒA

students while they learn content within the earth

resources or technology are already available in your

science curriculum. It provides students with the ability

school? Teachers will leave the session with a plan on

to interact with each other while developing a better

how to equitably share the responsibilities of teaching in

understanding of the information learned. During this

inclusive classrooms.

workshop, teachers will study fossil samples to identify

Katelin Corbett is an MƒA Master Teacher and science teacher at Eleanor

Students who expect little of themselves and that others

the preserved organisms and methods in which they

Roosevelt High School in Manhattan.

expect little of tend to participate less in class and take

were fossilized. This activity will also explore how

Brandi Kovac is an MƒA Master Teacher and mathematics teacher at

fewer risks. Race, gender, socioeconomic status, and

hands-on exposure to fossils can help students build

Columbia Secondary School in Manhattan.

the other identities of our students can also affect these

an understanding of the Geologic History of New York State charts found within the Earth Science Reference Table. Finally, teachers will learn about developing their own classroom fossil collection to be used as a

Students’ willingness to engage in learning is shaped by their self-perceptions and the perceptions that others have of their academic competence and social standing.

expectations significantly. We’ll discuss how to attend to

The Socratic Circle Facilitators: MƒA Master Teachers Kelly Hudson, Michael Paoli, and Diane Pflug

manipulative and motivate their students during hands-

WEDNESDAY, JAN 23

on activities.

MƒA

Brent Lawrence is an MƒA Master Teacher and science teacher at

 INQUIRY, PRACTICE & LEADERSHIP

 INQUIRY, PRACTICE & LEADERSHIP

these issues, in particular with regards to group work in math and science classrooms.

Darryl Yong is a Professor of Mathematics at Harvey Mudd College, Founding Director of the Claremont Colleges Center for Teaching and Learning, and instructor for the Teacher Leadership Program at IAS/Park City Mathematics Institute. He helped to create Math for America Los Angeles in 2007 and serves on its steering committee. His scholarship

Brooklyn Community Arts & Media High School in Brooklyn.

Interested in having juicy student-led discussions in

Richard Lebowitz is an MƒA Emeritus Teacher and science teacher at The

your math or science classroom? Want to push your

secondary school mathematics teachers, effective teaching practices

SEEALL Academy in Brooklyn.

questioning and discussion pedagogy to the next level

in undergraduate STEM education, and equity, justice, and diversity in

in accordance with the Danielson rubric? Then the

Putting the “Co” in Co-Teaching Facilitators: MƒA Master Teachers Katelin Corbett and Brandi Kovac

higher education.

Socratic Circle is just for you! The Socratic Circle is one way to engage students in an authentic discussion, encourage them to take ownership of their opinions,

MONDAY, DEC 3

and foster relationship building through meaningful

MƒA

conversation. During this session, you will not only

 INQUIRY, PRACTICE & LEADERSHIP

has several foci: the retention and professional development of

participate in a Socratic Circle, but you will also learn

Success in 3D Printing – Introduction to Planning, Purchasing, and Maintenance Facilitators: MƒA Master Teachers Joseph Buro and Everton Henriquess WEDNESDAY, OCT 17 MƒA

Two teachers in a classroom should be better than

techniques to help your students ask better questions,

one, but it may not always feel that way. What are the

prepare for discussion, and communicate with each

obstacles that prevent us from feeling that way? Are the

other more clearly. Time will also be given at the end

Tools like 3D printers are great, but they quickly become

students getting the best of both teachers? This single

of the session to brainstorm how to implement the

dust collectors unless you know how to integrate

session workshop is suited for math or science teachers

techniques shared in your own classroom.

them into your class seamlessly. This introductory

who are currently co-teaching or have an interest in

Kelly Hudson is an MƒA Master Teacher and mathematics teacher at

preparing themselves to become a co-teacher. Teachers

Scholars’ Academy in Queens.

will discuss the commonalities of their experiences,

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

short-term needs, and long-term goals. The session

Baker School in Manhattan.

in this workshop we will work towards developing 3D

will start with the basics of DOE and UFT guidelines

Diane Pflug is an MƒA Master Teacher and science teacher at Lower

printing skills and overcoming these challenges. In this

and suggestions, the Teachers College Inclusive

Manhattan Community Middle School in Manhattan

workshop, we will walk through pitfalls in purchasing

Classroom Project and viewing a video clip of students

 COMPUTER SCIENCE AND TECHNOLOGY

level course is for teachers who are trying to acquire or figure out what to do with a recently received 3D printer. The world of 3D printing is full of obstacles, but

devices and supplies, help teachers understand software choices for modeling and slicing that fit their classes,

46

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Single Session Workshops

Talk to Anyone: Improv for Professional Networking Facilitator: Charly Evon Simpson

various grade levels, including the distributive property, the Pythagorean Theorem, geometric area formulas, and the equations of conic sections. Each proof will

discuss ways of maintaining printing equipment,

THURSDAY, NOV 15

be two minutes or less, making it suitable for a brief

and suggest ways to incorporate 3D printing as an

MƒA

discussion during a lesson. Teachers from all grade

instructional tool or as fabricator of instructional tools.

 INQUIRY, PRACTICE & LEADERSHIP

levels (K-12) are welcome.

Let your students and your lesson content be the focus

+ PLEASE NOTE: NOV 14 IS A DOE ELEMENTARY SCHOOL PARENT TEACHER CONFERENCE DATE.

Larisa Bukalov and Bobson Wong are MƒA Master Teachers and

of your attention, not the pile of melted plastic that was supposed to be a model.

Joseph Buro is an MƒA Master Teacher and computer science teacher at Staten Island Technical High School in Staten Island.

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

mathematics teachers at Bayside High School in Queens.

Tired of showing up trying to small talk over pizza at MƒA or in another professional networking setting and awkwardly stalling for time until something comes up that you can actually talk about? Don’t be so hard on yourself! How many of us have degrees in small talk and networking? And more - how many of us actually

Taking Small Steps to Improve Your Physics Pedagogy Facilitator: Eric Raymer, Ph.D. WEDNESDAY, OCT 10 MƒA  SCIENCE

Implementing pedagogical tools from the physics education research literature can often seem

practice it? Probably few to none - until now. Join us as we use improv-based techniques to practice active listening, small talk, conversation, and confidence. You’ll leave with ways to introduce yourself, activities you can continue to improve on AND use with students of any age and an increased sense of comfort in social and professional settings!

Charly Evon Simpson is a playwright, performer, and teacher. Her work has been seen, heard, and/or developed at the Kennedy Center,

Uncovering Mathematical Competence in Unexpected Places Facilitator: Lara Jasien TUESDAY, OCT 30 MƒA  MATHEMATICS

Our experiences as math students and as math teachers can sometimes make it hard for us to see mathematical competencies that don’t fit our conventional standards.

Without being able to understand the various ways that our students think about and do mathematics, we are at risk of missing deep mathematical ideas our students explore. In this workshop, we will examine student’s play

Ensemble Studio Theatre, Ars Nova, The Flea, SPACE on Ryder Farm, and

activities for kernels of mathematical thinking and begin

available. However, taking advantage of research-tested

more. Charly has worked as a teacher or coach in a variety of different

to plan activities, anticipate student responses and find

techniques does not require a complete overhaul

settings and positions for the last ten years from tutoring full-time in a

“mathematizable” ideas that are often missed.

intimidating due to the sheer number of options

of your class. Small changes can have dramatic effects when it comes to increasing students’ active participation, engagement, and retention of key

middle school, to assistant directing a camp for children with autism and emotional support concerns, to leading workshops on yoga, health, and wellness as a health coach, and now to teaching playwriting and storytelling to both kids and adults.

concepts. In this workshop, participants will reflect on their pedagogy, identify areas that they would like to change, practice several research-based strategies targeted at these changes, and reflect on how these strategies can be implemented in their classrooms within the near future.

Eric Raymer earned his Ph.D. in physics with a focus on computational astrophysics from North Carolina State University. After some time as a post-doctoral fellow with the physics department at Columbia University, he is currently a professor of physics at St. Johns University.

47

Lara Jasien is a Ph.D. student in the Department of Teaching & Learning at Vanderbilt University. Her work is motivated by the distaste for mathematics that so many students develop throughout middle and secondary school. Her research centers on ways to make mathematics more accessible, authentic, and enjoyable, with an eye towards those

Two-Minute Proofs Facilitators: MƒA Master Teachers Larisa Bukalov and Bobson Wong MONDAY, OCT 22 MƒA

who have been historically disenfranchised by our educational system.

Wild Edibles: Urban Foraging Facilitators: Zaac Chaves and MƒA Master Teacher Isabelle Giannella

 MATHEMATICS

THURSDAY, SEP 27

As math teachers, we often need to discuss

OFFSITE

mathematical theorems but struggle to balance

 SCIENCE

taking the time to prove them formally and giving

Grab a notebook and join us on a guided tour in Central

students enough time to practice. In this single-session

Park of bewildering and oft-missed nature within the

workshop, we will present short formal and informal

city. On this guided tour, we will seek to recognize an

justifications of a variety of mathematical ideas at

ecologically-sound nourishment from the “invasive,”

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Single Session Workshops

YouTube as an Educational Instrument Facilitator: Brady Haran WEDNESDAY, OCT 17

“parasitic”, “pest,” or otherwise unwanted plant and

MƒA

fungal life, which can be ubiquitously found growing in

 INQUIRY, PRACTICE & LEADERSHIP

spite of human intention. On this journey, teachers can

In 2007, while a filmmaker-in-residence in Nottingham,

expect to find nutritious tendrils, sweet fruits, medicinal

Brady Haran decided to forego his science documentary

roots, and protein-rich mushrooms. This course is for

project and instead upload raw material of his interviews

teachers who want to bring these experiences back to

and experiments with scientists directly to YouTube.

their students and/or even take their students on similar

From this simple beginning, Periodic Videos was

fieldwork in a park near them.

born, followed a few years later by the math-oriented

Zaac Chaves currently serves as a chief administrator with the Boston

Numberphile. In this single session workshop, learn

Mycological Club. Often turned to for field expertise regarding fungi,

about what Brady thinks about as he creates science

Zaac Chaves guides people through realms in which details matter immensely.

Isabelle Giannella is an MƒA Master Teacher and science teacher at West End Secondary School in Manhattan.

and math outreach segments, and what takeaways he has eleven years and over 1500 videos in.

Brady Haran is an independent filmmaker and video journalist known for educational videos and documentary films produced for BBC News and his YouTube channels.

Wonder-Worthy Mathematics Facilitator: Samantha Marshall TUESDAY, DEC 4 MƒA  MATHEMATICS

How can we inspire wonder and inquisitiveness about mathematics? What makes tasks wonder-worthy and engaging for students? What can we as teachers do to work toward or against inquiry in mathematics?

Together we will explore tasks and methods to promote inquiry, wonder, and mathematical discourse around core middle-school and Algebra I math topics.

We will examine tasks and practices, asking what opportunities there are for wonder and equitable access to mathematical ideas. We will consider multiple dimensions that affect exploration, including what makes tasks and questioning inquiry-worthy, as well as how to cultivate an atmosphere of respect that is conducive to wonder in the classroom.

Samantha Marshall is a Ph.D. student in the Department of Teaching & Learning at Vanderbilt University. Prior to Vanderbilt, Samantha taught middle and high school mathematics in Oklahoma, New York, and Tennessee. Most recently, she supported schools in Tennessee and Mississippi in mathematics teacher development and curricula design.

48

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Cohort and Fellowship Meetings Cohort and Fellowship meetings are monthly workshops or one-time sessions specifically designed for certain cohorts.

49

MÆ’A PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Cohort Meetings: Early Career Teachers 2017 Early Career Teacher Cohort Meetings (2nd Fellowship Year) Facilitator: MƒA Director of Professional Development Leah Hirsch MONDAYS, OCT 15, FEB 11, MAY 6 MƒA  COHORT & FELLOWSHIP MEETINGS

In order to sustain the 2017 Early Career Teacher cohort community, we will be convening for three required Cohort Meetings over the span of the school year. The focus of these meetings will be to use a systems thinking approach to design our teaching lives, discuss and explore problems of practice, and reflect on successes and challenges of the year.

2018 Early Career Teacher Cohort Meetings (1st Fellowship Year) Facilitator: MƒA Director of Professional Development Leah Hirsch TUESDAYS, SEP 25, OCT 16, NOV 20, DEC 18, JAN 22, FEB 26, MAR 19, APR 16, MAY 21, JUN 11 MƒA  COHORT & FELLOWSHIP MEETINGS

Early Career Teachers who are in their first year of the fellowship will participate in required monthly cohort meetings which will provide a supportive space to learn, grow, and reflect on their practice. Early Career Teachers will work collaboratively to ask questions, collect and analyze artifacts, design and iterate curricula, share resources, reflect on current research, and think together about how to be successful with their students.

Three of the meetings will be devoted to Early Career Teachers connecting with Master Teacher Mentors.

50

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Cohort Meetings: Elementary School

MƒA Elementary Teacher Cohort Meeting: LEGO® Serious Play® for Teachers Facilitator: Heidi Brant THURSDAY, NOV 29 MƒA

MƒA Elementary Teacher Cohort Meeting: Community Building Night Facilitator: MƒA Master Teachers Justin Czarka, Christopher Reed, JoEllen Schuleman, and Ariel Thompson

 COHORT & FELLOWSHIP MEETINGS

Are you looking for ways to encourage experimentation collaboration within your classroom and across your professional peer group? In this workshop, we will

MƒA

use the LEGO® Serious Play® method to practice

In our first MƒA Elementary School Teacher cohort meeting of the school year, we will come together to build connections, network with each other, and continue conversations around planning ongoing professional growth opportunities for the MƒA Elementary Teacher community. Future cohort meetings

Facilitation of the LEGO Serious Play method and materials. Prior to facilitating workshops, Heidi worked for the LEGO Group as a creative digital producer and experience design strategist. She also leads a small design studio working out of New Lab in the Brooklyn Navy Yard.

Heidi has a masters degree in interaction design from NYU’s Interactive Telecommunications Program where her coursework focused on immersive storytelling and geolocation. She also received a BA in Psychology, Magna Cum Laude, from Brown University.

in your classroom? Do you want to build a culture of

THURSDAY, SEP 20  COHORT & FELLOWSHIP MEETINGS

Heidi Brant is certified by the Association of Master Trainers in the

a set of hands-on building exercises, designed to surface insights about your way of thinking and allow you to explore a new technique for communicating

MƒA Elementary School Cohort Meeting: Standards-Mastery Scales in K-5 Math Facilitator: MƒA Master Teacher Ariel Thompson THURSDAY, JAN 31 MƒA  COHORT & FELLOWSHIP MEETINGS

with others. You will learn how to create compelling metaphors, take a deeper dive into current and future

Do you teach elementary school math, and are you

projects and rethink the way that experimentation fits

are currently implementing a standards-based grading

into your teaching workflow.

and assessment program? In this cohort meeting we will explore how using standards-mastery scales

will be focused on an area of math and/or Science. MƒA

Heidi Brant is certified by the Association of Master Trainers in the

Elementary School Teachers are strongly encouraged to

Facilitation of the LEGO Serious Play method and materials. Prior to

attend this initial meeting.

facilitating workshops, Heidi worked for the LEGO Group as a creative

can boost student awareness and agency throughout

digital producer and experience design strategist. She also leads a

the learning journey. Teachers will collaborate to unpack

small design studio working out of New Lab in the Brooklyn Navy Yard.

dense mathematics standards and transform them into

MfA Elementary Teacher Cohort Meeting: Fluency and Reasoning with Pattern Blocks Facilitator: MƒA Master Teacher Sarah Leaman

Heidi has a masters degree in interaction design from NYU’s Interactive Telecommunications Program where her coursework focused on

 COHORT & FELLOWSHIP MEETINGS

How can students build an intuitive understanding of fractions of numbers? How can they gain numerical fluency while being creative? In this workshop, we will

support students in working towards mastery of content

Psychology, Magna Cum Laude, from Brown University.

and skills. We will discuss how scales can be utilized to create aligned assessments and facilitate student self-

MƒA Elementary Teacher Cohort Meeting: 3-D Thinking Facilitator: MƒA Master Teacher Laura Ralph

monitoring, reflection and goal-setting.

THURSDAY, JAN 10 MƒA

explore ways in which pattern blocks can support both

 COHORT & FELLOWSHIP MEETINGS

numeracy and proportional reasoning. Using pattern

In this cohort meeting, elementary math and science

blocks to represent numbers, students can playfully

teachers will work together to build a replica of an

explore and create while at the same time developing

original monument. They will engage in a geometric

computational fluency and spatial and proportional

constructivist activity that involves spatial and logical

reasoning, as well as an intuitive understanding of

reasoning as well as teamwork. Additionally, teachers

fractions. This work is creative, student-centered,

will experience the importance of shifting between 2

and differentiated, as students design their own

dimensions and 3 dimensions. Teachers will leave being

computational challenges for themselves and their

well equipped to do this type of activity with their own

peers.

students.

51

a meaningful progression of learning targets that will

immersive storytelling and geolocation. She also received a BA in

THURSDAY, OCT 25 MƒA

(developed through the research of Robert Marzano)

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Fellowship Meetings 2015 Master Teacher Information Session (4th Fellowship Year) Facilitator: MƒA Admissions and Recruitment Team TUESDAY, OCT 16

Orientations 2018 New Early Career Teacher Orientation Facilitator: MƒA Staff WEDNESDAY, AUG 29 MƒA

GERALD R. FISCHBACH AUDITORIUM 160 FIFTH AVENUE, 2ND FLOOR, NEW YORK, NY 10010

 COHORT & FELLOWSHIP MEETINGS

 COHORT & FELLOWSHIP MEETINGS

This orientation is mandatory for 2018 Early Career

This session is for 2015 Master Teachers who plan to

Teachers.

apply for a second (or more) Master Teacher Fellowship in spring 2019. The session is designed to begin your thinking about what it means to lead and learn at MƒA as well as to provide an overview of the renewal Master Teacher process generally.

2018 New Master Teacher Orientations Facilitator: MƒA Staff MONDAY, AUG 27 THURSDAY, AUG 30 MƒA  COHORT & FELLOWSHIP MEETINGS

2016 Master Teacher Mid-Fellowship Check-In (3rd Fellowship Year) Facilitator: MƒA Admissions and Recruitment Team THURSDAY, SEP 13 MONDAY, SEP 17 MƒA  COHORT & FELLOWSHIP MEETINGS

Attendance at one of the above dates for orientation is mandatory for 2018 Master Teachers.

2018 Renewed Master Teacher Fellowship Orientation Facilitator: MƒA Staff

The Mid-Fellowship Check-in is a required meeting

TUESDAY, AUG 28

for 2016 Master Teachers. It’s a time to reflect on the

MƒA

fellowship thus far, learn about fellowship updates, and build community and inclusivity across the 2016 cohort.

 COHORT & FELLOWSHIP MEETINGS

If you renewed your MƒA Master Teacher Fellowship this year and have not attended an orientation session, this

Working Towards a Master Teacher Fellowship Facilitator: MƒA Admissions and Recruitment Team

orientation is mandatory.

TUESDAY, NOV 13 MƒA  COHORT & FELLOWSHIP MEETINGS

This meeting is open to MƒA Fellows and Early Career Teachers who are completing their fellowship this school year and are interested in applying for a Master Teacher fellowship. In this session, we will discuss the admissions process to become a 2019 Master Teacher.

52

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Interest Groups Interest Groups are meetings during which small groups of teachers gather informally around a common interest. They provide opportunities to make connections and begin conversations with MƒA colleagues.

53

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Interest Groups AP Psychology Subject Meet-Up Facilitator: MƒA Master Teacher Stefanie Fier

Becoming a Google Certified Educator Facilitator: MƒA Master Teacher Luis Saltos WEDNESDAY, OCT 24

yourself can help with your PLN (Personal Learning Network). Connect with educators from around the

 INQUIRY, PRACTICE & LEADERSHIP

Are you interested in becoming a Google Certified

MƒA

Educator? Come to this interest group and learn more and explore how to become Google certified!

resources, ideas, and struggles with other teachers who are also preparing their students for the AP exam.

Beg, Steal, Borrow Facilitators: MƒA Master Teachers Suzette Nelson, Arlene Ramos, and Ellie Williamson TUESDAY, OCT 16

Asian American Educators Affinity Group Facilitator: MƒA Master Teacher Cathy Xiong

MƒA

Are you interested in exchanging project-based life

MƒA

science resources that inspire independence? Then

Are you interested in joining a group of Asian American educators to share experiences and discuss challenges faced by Asian Americans in the field of education? Our

Astor Fellowship Information Session Facilitators: MƒA Master Teachers Andrea Kung and Tsee Lee

 INQUIRY, PRACTICE & LEADERSHIP

students.

Are you interested in learning strategies, team-building, or organizational techniques from other Academic

Beginner Calculus Teacher Meet-Up Facilitator: MƒA Master Teacher Lisa Asher MONDAY, SEP 24 MƒA  MATHEMATICS

help to get you started, explore different methods of implementation and discuss how to best prepare your students for the Advanced Placement Exam.

are given a once-in-a-lifetime opportunity to travel to diversity. The facilitators are Astor fellows and will share their experiences and helpful information on the application process.

Coaches of Competitive Academic Teams Facilitator: MƒA Master Teacher Stefanie Fier

and activities to build your curriculum to challenge your

that are new to teaching Calculus? This group will

to a city abroad and study a different issue related

will explore the basics of this ultimate game of strategy.

best projects. Feel free to take one or all of the projects

Are you interested in joining a group of teachers

Astor Fellowship? Every year, about a dozen educators

Are you interested in learning to play chess? This group

WEDNESDAY, DEC 12

TUESDAY, DEC 11

Are you interested in learning about the prestigious

 MATHEMATICS

MƒA

MƒA  INQUIRY, PRACTICE & LEADERSHIP

MƒA

come to this interest group where we will share our

goal is to encourage and support one another and add more voices in education.

Chess for Beginners Facilitator: MƒA Master Teacher Alexander Lord

 SCIENCE

MONDAY, OCT 15  INQUIRY, PRACTICE & LEADERSHIP

world to share ideas and learn from one another.

THURSDAY, OCT 18

Are you interested in collaborating with other AP Psychology teachers? In this group we can share

or have an account you rarely use? See how branding

MƒA

MONDAY, NOV 5  SCIENCE

Are you interested in joining Twitter, new to Twitter,

Coaches? If you coach Science Olympiad, Math Team, Robotics, Science Bowl, or any other Competitive Academic Team, come share your resources and learn from others on how to give your team the cutting edge this year.

Columbia University Summer Research Program for Science Teachers Facilitators: MƒA Master Teachers Adam Lewis, Arlene Ramos, Aoife Walsh, and Ellie Williamson THURSDAY, DEC 6 MƒA

Brand Yourself with a Twitter Personal Learning Network Facilitator: MƒA Master Teacher Corey Mammolito

 SCIENCE

Are you interested in applying for the Columbia University Summer Research Program for Science

TUESDAY, OCT 9

Teachers (CUSRP)? Join us for an information session

MƒA

with CUSRP alumni who will review the benefits and

 INQUIRY, PRACTICE & LEADERSHIP

application process of this amazing two-summer research experience for middle and high school science

54

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Interest Groups

Education Research Club Facilitator: MƒA Early Career Teacher Scott Justus MONDAY, DEC 3 MƒA

teachers. Through this program, teachers have the

 INQUIRY, PRACTICE & LEADERSHIP

opportunity to do research abroad, attend conferences in San Diego and work with internationally renowned

Are you interested in learning more about the research

scientists!

that drives our practice? In the initial fall meeting, we will gather together with other teachers interested in reading scholarly articles about teaching and learning. From

Connecting LGBTQIA+ Teachers Facilitator: MƒA Master Teacher Kit Golan

there, we will determine the full scope of the group’s direction.

MONDAYS, OCT 22, DEC 17, JAN 7, JAN 28 MƒA  INQUIRY, PRACTICE & LEADERSHIP + PLEASE NOTE: SIGN UP FOR EACH DATE SEPARATELY

Are you interested in connecting with other queer educators in the MƒA community? There are more than you may realize! End your isolation by joining this affinity

Diving into the International Baccalaureate Curricula Facilitators: MƒA Master Teachers Patricia Densmore, Kathleen Francis, and Alia Jackson

group which will meet approximately once per month.

THURSDAY, DEC 20

Collaborate and recharge with like-minded LGBTQIA+

MƒA

STEM teachers and discuss the common challenges we

 INQUIRY, PRACTICE & LEADERSHIP

may face. Our agenda will be set by the needs of our

Are you interested in collaborating with other IB math

community.

and science teachers, to dive into the IB curricula and

Effective Co-Teaching Strategies for Science Teachers Facilitators: MƒA Master Teachers James Anderson and Jeanne Kopun THURSDAY, JAN 10 MƒA  SCIENCE

Are you interested in sharing ICT techniques with other Science teachers? Join us as we explore co-teaching strategies that have worked and those that have not.

discuss common themes between content areas? We

Deepening Math Learning through an Intersectional Lens Facilitators: MƒA Master Teachers Brittney Cook and Wendy Menard THURSDAY, JAN 17 MƒA  MATHEMATICS

Are you interested in looking at your school through

will also look at strengthening our internal assessments by bridging together content areas.

Earth Science Subject Meet-Up Facilitators: MƒA Master Teachers James Anderson and Jeanne Kopun THURSDAY, NOV 15 MƒA

a systemic lens, and figuring out how to deconstruct

 SCIENCE

teaching practices that reinforce and perpetuate implicit

+ PLEASE NOTE: NOV 15 IS A DOE ELEMENTARY SCHOOL PARENT TEACHER CONFERENCE DATE.

bias and racist/colonizing structures? Join us to discuss practices and resources that make mathematics more

Are you interested in collaborating with your peers to

culturally relevant for our students, while acknowledging

discuss challenges in your Earth Science classroom?

biases and racial structures currently in place.

Come to this Earth Science Meet-Up and we will address

Elementary Science Collaborative Planning with Amplify Science Curriculum Facilitators: MƒA Master Teachers Chris Reed and JoEllen Schuleman TUESDAY, OCT 30 MƒA  SCIENCE

Are you interested in collaborative planning around using the new Amplify Science Curriculum for Elementary School? Join us to work together as we implement the new NYCDOE science scope and sequence.

these issues as a group.

55

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Interest Groups Facilitating Independent Reading Facilitator: MƒA Master Teacher Deborah Reich WEDNESDAY, NOV 7 MƒA  INQUIRY, PRACTICE & LEADERSHIP

Are you interested in starting an independent reading program in your math or science classes? Then come to this session where we will share resources on how to

Inter-visitations: Beyond the Courses and Workshops Facilitators: MƒA Master Teachers Siaka Kone and Laginne Walker MONDAY, JAN 14 MƒA  INQUIRY, PRACTICE & LEADERSHIP

in reading for fun.

MONDAY, NOV 19 MƒA  INQUIRY, PRACTICE & LEADERSHIP + PLEASE NOTE: IF YOU ARE INTERESTED IN LEARNING ABOUT THIS FELLOWSHIP, BUT ARE NOT ABLE TO ATTEND THIS SESSION, ALL MATERIALS WILL BE MADE AVAILABLE ON THE SMALLWORLD NETWORK AFTER THE INTEREST GROUP.

Are you interested in learning about the Fund for Teachers (FFT) Fellowship? All MƒA teaches with 3+ years of teaching experience (by June 2019) are eligible to apply for the 2019 FFT fellowship that will provide

in Tirana, lionfish in Mexico, Pythagoras in Samos, or attending workshop in Wales. You will learn more about

Catan? This group will play games and attempt to

this could be implemented within the MƒA community

identify mathematical concepts behind the games

of teachers.

which we will then use to inform strategies and (potentially) engage students.

Joining the Global Math Teacher’s Lounge Facilitator: MƒA Master Teachers Matt Baker MƒA  MATH

Are you interested in finding another amazing, professional learning network that’s always open? The Math Twitter Blogosphere (or MTBoS) is a great way

TUESDAY, DEC 4 MƒA  INQUIRY, PRACTICE & LEADERSHIP

Are you interested in applying to be a Nationally Board

even late on a Sunday night. This interest group will

Certified Teacher? Would you like to learn more about

help teachers to get connected to the amazing online

the process and benefits? The NBCT Interest Group

community of math teachers by spending some

exists to support candidates and inform pre-candidates

time reviewing the multitude of resources available

about this rigorous and rewarding process. First-timers

online from other experienced teachers. No previous

welcome!

experience with social networking required!

Living the Lives We Want Facilitators: MƒA Master Teachers Lynda Grabowski and David Walters THURSDAY, SEP 27

individual and group proposals, and have an opportunity

MƒA  INQUIRY, PRACTICE & LEADERSHIP

Are you interested in lowering your stress levels in-andout of your classroom through mindful meditation?

Well, this class is for you…just remember to wear comfortable clothing.

56

National Board Certification: Information & Support Facilitator: MƒA Master Teacher Seth GuiñalsKupperman

to get advice, support, and teacher-tested activities,

the fellowship application process, generate ideas for to ask questions to past FFT award recipients.

Are you interested in identifying mathematical concepts within board games such as Pandemic or Settlers of

you funding to design a summer professional growth experience that could have studying tessellated tiles

 MATHEMATICS

inter-visitations? This interest group will explore how

TUESDAY, JAN 8

Fund for Teachers Info Session Facilitators: MƒA Professional Development Team

MONDAY, JAN 7 MƒA

Are you interested in seeing MƒA teachers conducting

build a FREE non-fiction science/math library and share our best strategies and structures for engaging students

The Math in Board Games Facilitators: MƒA Fellow Patrick Cox, MƒA Master Teachers Andrea Kung and Ryan Sajac

Overbooked Facilitators: MƒA Master Teachers Phylicia Hoyt and Theresa Stanley WEDNESDAY, NOV 14 MƒA  INQUIRY, PRACTICE & LEADERSHIP + PLEASE NOTE: NOV 14 IS A DOE ELEMENTARY SCHOOL PARENT TEACHER CONFERENCE DATE.

Are you interested in prioritizing some more “me time” through reading a book for FUN and enjoying a lively book discussion? Once you register, we will send a list of book options and take a vote!

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Interest Groups Preparing Students for College Success Facilitator: MƒA Master Teacher Emma Haddad TUESDAY, NOV 13 MƒA  INQUIRY, PRACTICE & LEADERSHIP

Are you interested in exploring what it takes to prepare students for college success in STEM? This group will

Supporting Immigrant Students Facilitators: MƒA Master Teachers Jae Berlin, Ashraya Gupta, and Nasriah Morrison MONDAY, DEC 17 MƒA  INQUIRY, PRACTICE & LEADERSHIP

Are you interested in collaborating on strategies and initiatives in support of our immigrant students? Join us for this first of three meetups to share our ideas and experiences and to build together.

when they get there.

Special Education Meet-Up Facilitator: MƒA Master Teacher Adam Lewis TUESDAY, NOV 20 MƒA  INQUIRY, PRACTICE & LEADERSHIP

Are you interested in collaborating with other Special Educated certified STEM teachers? Join us as we chat about our experiences as Special Education teachers of science and math and advocates of our students with special needs. Let’s get together and exchange insights around ICT, IEPs, SESIS, SETSS or any other of the many acronyms (or non-acronyms) in the world of Special

Supporting Student Activists Facilitators: MƒA Master Teachers Lindsay Bean and Christina Gonzalez TUESDAY, JAN 15 MƒA  INQUIRY, PRACTICE & LEADERSHIP

Are you interested in helping students find their voice as activists? Student activism is on the rise and many teachers, both within the MƒA community and at our individual schools, are struggling to find ways to support student action within the system. There are some legal and ethical considerations, but we as educators may want to find ways to encourage students to find their voice in the democratic process, with the guidance of

WEDNESDAY, OCT 17 MƒA  INQUIRY, PRACTICE & LEADERSHIP

Are you interested in connecting with MƒA teachers who work with students from low-income neighborhoods? If you work at a Title 1 school, we would like to meet you and discuss what unique challenges you face and what the MƒA community can do to help.

57

 INQUIRY, PRACTICE & LEADERSHIP + PLEASE NOTE: WE WILL BE IN TOUCH WITH YOU AFTER REGISTRATION FOR INFORMATION ABOUT TRANSPORTATION AND LOGISTICS.

Are you interested in hiking as a means to rejuvenate and reflect as a teacher? Please join us on an autumn Sunday to hike Breakneck Ridge in the Hudson Valley-all

Teaching and Learning Through Travel Facilitator: MƒA Master Teacher Lucy Robins TUESDAY, OCT 23 MƒA  INQUIRY, PRACTICE & LEADERSHIP

Are you interested in exploring ways in which you can implement short and long term travel experiences for your students as a way to enhance their classroom learning? Whether a field trip to a local park, museum, an overnight camping trip or a longer trip abroad, this session will explore components of planning, organizing and raising funds for educational student travel.

school leaders that they know and trust.

Education!

STEM in the Title 1 Community Facilitator: MƒA Master Teacher Aida Rosenbaum

SUNDAY, OCT 14 TBD

hiking skill levels welcome!

discuss what it means not only to help students get into college, but to ensure that they are able to succeed

Teachers, Take a Hike!

Facilitator: MƒA Master Teacher Courtney Ferrell

Teacher Scripted Op-eds Facilitator: MƒA Master Teacher Yousra Abdelhadi

Understanding the Geometry Common Core Standards Facilitators: MƒA Master Teachers James Milana and JC Whittaker

THURSDAY, NOV 8

WEDNESDAY, JAN 16

MƒA

MƒA

 INQUIRY, PRACTICE & LEADERSHIP

 MATHEMATICS

Are you interested in writing an Op-ed for a newspaper

Are you interested in engaging your Geometry students

or even our very own MƒA Teacher Voices? By the end

using the most up to date standards? Join us as we

of this interactive workshop you will become familiar

break down each standard and decipher which topics

with the elements of an effective op-ed, and have an

are important for our students to learn to be successful

outline of a piece with a list of possible topics you are

on their Geometry Regents exam.

passionate about for future writing. Come prepared to discuss some of the issues that matter to you!

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Interest Groups What Did You Learn?

Facilitators: MƒA Master Teachers Suzette Nelson, Arlene Ramos, and Ellie Williamson MONDAY, DEC 10 MƒA  INQUIRY, PRACTICE & LEADERSHIP

Are you interested in sharing new ideas learned at education conferences? Come to this interest group to share what you’ve learned!

58

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Thursday Thinks Thursday Thinks are monthly events, open to both MƒA Teachers and their colleagues from the larger math and science community. These events feature engaging and accomplished speakers who delve into cutting edge topics in math and science.

59

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Thursday Thinks

Thursday Think: The Art of Logic Speaker: Eugenia Cheng, Ph.D. THURSDAY, OCT 4 GERALD R. FISCHBACH AUDITORIUM 160 FIFTH AVENUE, 2ND FLOOR, NEW YORK, NY 10010

Thursday Think: The Real Changes of NGSS Speaker: Michael Wysession, Ph.D.

 MATHEMATICS

For thousands of years, mathematicians have used

Thursday Think: Mangrove Mystery -- The Missing Carbon Speaker: David Ho, Ph.D. THURSDAY, NOV 1 GERALD R. FISCHBACH AUDITORIUM 160 FIFTH AVENUE, 2ND FLOOR, NEW YORK, NY 10010  SCIENCE

THURSDAY, SEP 13

the timeless art of logic to see the world more clearly.

Despite their relatively small area, coastal ecosystems

MƒA

Today, truth is buried under soundbites and spin.

sequester a disproportionate amount of carbon

Arguments are becoming more and more divisive, and

compared to other terrestrial ecosystems. Carbon

seeing clearly is more important than ever. In this talk,

sequestered in these ecosystems by mangroves,

Dr. Eugenia Cheng will show how mathematics can be

seagrasses, and salt marshes is commonly referred to as

used to understand what people are really telling us.

Blue Carbon. There is a mystery involving mangroves.

Taking a careful scalpel to politics, privilege, sexism and

Even though these forests sequester more carbon per

other real-world situations, Dr. Cheng will show how

area than any other ecosystem on Earth and do so at

math can help us find clarity without losing nuance.

a higher rate, over half of this carbon appears to be

 SCIENCE + PLEASE NOTE: SEP 13 IS A DOE ELEMENTARY SCHOOL CURRICULUM NIGHT.

Join NGSS Writing Team Leader and Professor of Geophysics Dr. Michael Wysession as he introduces the years-long process that created NGSS, and the classroom changes that it proposes. As a former science teacher, Dr. Wysession’s talk will acknowledge the work teachers will be expected to do, but also cover the changes that states will need to make in order to make assessments and curriculum NGSS-friendly.

Dr. Michael Wysession is an expert on the Earth’s inner structure. He has mapped various sections of the Earth and is noted for his map of the Earth’s core-mantle boundary. A former science teacher in New York, he also contributes to K-12 and College Education, as the chair of the education and Outreach program of the Incorporated Research Institutions for Seismology, a writer on the Earth Science Literacy Initiative, and a Writing Team Leader for NGSS.

Dr. Eugenia Cheng is a mathematician and concert pianist. She is

missing from the carbon budget. Dr. Ho set out to solve

Scientist In Residence at the School of the Art Institute of Chicago and

this mystery by conducting research on this missing

won tenure at the University of Sheffield, UK. She has previously taught

carbon sink in the largest contiguous mangrove forest

at the universities of Cambridge, Chicago and Nice and holds a Ph.D.

in North America, located wholly within Everglades

in pure mathematics from the University of Cambridge. Alongside her research in Category Theory and undergraduate teaching her aim is to

National Park in South Florida. On this journey to solve

rid the world of “math phobia.” Eugenia was an early pioneer of math

the mystery, he strikes up collaborations with scientists

on YouTube and her videos have been viewed over 10 million times to

in the United States, Australia, Vietnam, and China. This

date. She has also assisted with mathematics in elementary, middle and

talk will touch on the scientific method, and also gives

high schools for 20 years. Eugenia first came to MƒA to speak about her book “How To Bake Pi” which was also featured on the Late Show

examples about how connections are made in science

with Stephen Colbert. Her her most recent book, “The Art of Logic in an

to further knowledge.

Illogical World” was published in 2018.

Dr. David Ho is a Professor of Oceanography at University of Hawaii at Manoa, who has conducted research on all seven continents and five oceans on Earth. His research interests include processes controlling air-water gas exchange in coastal and open oceans environments, carbon cycling in mangrove and coral reef ecosystems, and the use of tracers to study transport processes in aquatic systems. He graduated from Columbia University in 1994 with A.B. degrees in Environmental Science and in Philosophy, and was awarded his Ph.D. from Columbia University with distinction in 2001 from the Department of Earth and Environmental Sciences. He conducted his postdoctoral research at Princeton University, and was a Research Scientist at Lamont-Doherty Earth Observatory for many years before moving to his current position..

60

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Thursday Thinks

Thursday Think: The Marshall Islands - A Nuclear Legacy Speaker: Ivanna Hughes, Ph.D. THURSDAY, JAN 3

Thursday Think: Master Teachers on Teaching Speakers: TBD THURSDAY, DEC 13 GERALD R. FISCHBACH AUDITORIUM 160 FIFTH AVENUE, 2ND FLOOR, NEW YORK, NY 10010  INQUIRY, PRACTICE & LEADERSHIP

GERALD R. FISCHBACH AUDITORIUM 160 FIFTH AVENUE, 2ND FLOOR, NEW YORK, NY 10010  SCIENCE

From 1946 to 1958, the United States tested 67 nuclear weapons in the Marshall Islands, a remote constellation of atolls in the Pacific Ocean, causing unprecedented environmental contamination throughout the region

Master Teachers on Teaching features original and

and - for the indigenous peoples of the islands - long-

thought-provoking presentations by MƒA Master

term adverse health effects. Dr. Ivana Hughes will speak

Teachers, similar to a Tedx event. The theme for the

about the K=1 Project’s work on radiological conditions

seventh annual Master Teachers on Teaching is “Beauty

in the atolls, which has sought to establish a sound

in Error.” As the jazz musician Ornette Coleman said, “It

scientific foundation upon which the Marshallese people

was when I found out I could make mistakes that I knew

could make important resettlement decisions, helping

I was on to something.” What does this mean in your

to address the injustices of the Marshallese nuclear

classroom, and in classrooms across New York City?

legacy. Through this example Dr. Hughes will highlight

Come find out by bearing witness to these innovative

the devastation and destruction of nuclear weapons,

and inspiring talks by Master Teachers!

provide further context for past and current nuclear disarmament discussions, and make a case for what we

Note: Master Teachers can submit a proposal to speak at MT2. Proposals are due October 1 – get started here.

should know and teach in our current nuclear age.

Dr. Ivana Nikolic Hughes is the Director of the K=1 Project, Center for Nuclear Studies, Director of Frontiers of Science, a science course required of all Columbia College freshmen, and a Senior Lecturer in Discipline in the Department of Chemistry at Columbia University. She graduated from Caltech in 1999 with a B.S. in Chemical Engineering, with Honors and earned her Ph.D. from Stanford University in 2005, working in the Department of Biochemistry as an American Heart Association Fellow.

61

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Chancellor’s Day Workshops Chancellor’s Day Workshops are full day workshops for MƒA teachers where experts from the MƒA Master Teacher community as well as outside academic institutions engage MƒA teachers at the cutting edge of their content area and/ or pedagogical practice.

62

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2017

Chancellor’s Day Workshops

Transformations in Geometry Facilitator: Darryl Yong, Ph.D. TUESDAY, NOV 6 MƒA  MATHEMATICS

Signs of the Seasons: An Introduction to Phenology Facilitator: James Boyer, Ph.D.

How many different necklaces consisting of n beads can you make if each bead can be one of m colors? The

TUESDAY, NOV 6

answer isn’t m^n if the necklace can be “rotated” to be

OFFSITE

worn in any position! This question (and others) leads us to make deep connections between combinatorics

 SCIENCE

and geometry, and it also gives us an opportunity to

Phenology is the study of how plant life cycle events are

think deeply about the centrality of transformations and

affected by seasonal change - using real data collected

symmetry in modern geometry and the Mathematical

by citizen scientists at the New York Botanical Garden (NYBG). In this workshop, teachers will learn how to incorporate field studies into long-term investigations with a focus on plant phenology. We will use a variety of online and print resources to examine the climatological factors that might impact the timing of life cycle events in the plants of our region and explore the plant collections of NYBG to build content and science pedagogical content knowledge.

Practices. No prior experience with combinatorics, be used to increase student engagement and cultivate

modern geometry, or abstract algebra is required to

eco-literacy and student innovation on their campus. In

participate in this workshop.

the morning, teachers will dig into Eco-Rise’s Sustainable Intelligence Curriculum and consider how these activities align with their own scope and sequence. They will also

City Mathematics Institute. He helped to create Math for America Los Angeles in 2007 and serves on its steering committee.

teachers will experience a sustainability-themed design challenge. They will walk away with dozens of easy-toimplement design activities that they can use with their

University, Carbondale, where he studied plant science and paleobotany

own students to empower them to design impactful

studied and modeled the growth and development of the earliest land plants under Bill Stein, Ph.D.

Learning, and instructor for the Teacher Leadership Program at IAS/Park

examples of successful student projects. In the afternoon,

Botanical Garden. He began his science training at Southern Illinois

he completed a Doctorate in Biology at S.U.N.Y.,Binghamton, where he

Founding Director of the Claremont Colleges Center for Teaching and

learn how to apply for an Eco-Audit Grant and explore

James Boyer, Ph.D., is a botanist and educator at The New York

and received a Masters in Science under Larry Matten, Ph.D. Years later,

Darryl Yong is a Professor of Mathematics at Harvey Mudd College,

solutions to sustainability challenges.

Abby Randall has more than 13 years of experience in the field of sustainability education, teaching and designing curriculum for a wide variety of K-12 science courses and alternative education programs

Sustainability and Design Thinking for the 21st Century Learner Facilitators: Abby Randall and MƒA Master Teacher Vielca Anglin TUESDAY, NOV 6 MƒA  INQUIRY, PRACTICE & LEADERSHIP

around the country. Abby holds a B.A. in Anthropology from Trinity College and an M.S. in Agriculture, Food, and Environment from Tufts University. In her current position as Director of Programs for EcoRise, Abby oversees the implementation of a wide variety of leading-edge educational resources across the United States, including sustainability and design curriculum, teacher professional development, and a K-12 grant program that brings students’ green innovations to life Vielca Anglin is an MƒA Master Teacher and science teacher at City As School in Manhattan.

Re-imagine your campus as a laboratory for applied sustainability education! This hands-on workshop will provide a deep dive into how teachers can incorporate the big ideas of sustainability into their curricula. Teachers will learn how EcoRise resources and grant funds can 63

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Community Contributions Community Contributions are required for Master Teachers who have renewed their fellowship in 2016, 2017, 2018 (Master Teacher II, III, or IV+). They provide opportunities for teachers to deepen their connection within the MƒA community through admissions, recruitment, mentoring, communications, facilitation, and more. Please review each contribution for its unique structure and requirements.

64

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2017

Community Contributions: Semester Long

PHYSICS -- MONDAY, DEC 3

role in providing an overview of MƒA fellowships and the

ELEMENTARY MATHEMATICS -- MONDAY, DEC 10

application process. We are looking for teachers who

ELEMENTARY SCIENCE -- MONDAY, DEC 10

want to speak about their MƒA experiences at Information

Praxis Warm-up (PWU) Facilitators play a key role in

Sessions this fall. All Information Session Hosts will

helping potential MƒA applicants prepare to complete

attend one meeting with MƒA staff to discuss their roles

the Praxis exam in their content areas. In many cases,

in information sessions and then speak at 2 information

the PWU Facilitator serves as a person on the frontline

sessions in the Fall. This is a meaningful way to share your

of recruitment, answering not only content-related

experiences and help ensure great people are attracted to

WEDNESDAYS, SEP 12, OCT 17

questions but also general questions about MƒA

the community.

MƒA

fellowships. As part of this community contribution, PWU

Fall Function Advisor Coordinated By: MƒA Director of Communications & Marketing Sarah Rooney and MƒA Executive Director Megan Roberts

 INQUIRY, PRACTICE & LEADERSHIP + PLEASE NOTE: TEACHERS MUST HAVE ATTENDED AT LEAST THREE FALL FUNCTIONS.

Facilitators will attend a general recruitment meeting led

by A&R staff as well as host two-hour PWU sessions with potential applicants.

The MƒA Fall Function is our annual gala to celebrate and honor all teachers in the MƒA community. Each year, a small team of MƒA staff work with our event planners to design and plan the entire evening, complete with new theme, aesthetics, and special surprises to make the night one to remember. We are opening up a Community Contribution to give MƒA teachers who are interested an

SWN Community Mobilizer Coordinated By: MƒA Head of Information Technology Miriam Ignatoff WEDNESDAYS, SEP 12, DEC 12

Professional Development Inter-Visitation Coordinated By: MƒA Deputy Executive Director Courtney Allison

MƒA  INQUIRY, PRACTICE & LEADERSHIP

Share your knowledge with the MƒA Community! Help

WEDNESDAYS, SEP 12, JAN 9

start discussions and respond to questions on the Small-

MƒA

World Network (SWN). Teachers will be asked to log into

 INQUIRY, PRACTICE & LEADERSHIP

the SWN at least once per week to respond to posts

the event is planned. You will get to experience how the

Are you interested in thinking more about what makes

or ask questions. Teachers will also be responsible for

Fall Function is designed and lend your ideas for many

MƒA PD so unique? Do you want to help facilitators be

selecting at least one post per week to be included in the

aspects of the event, from décor and programming to

successful when planning sessions for MƒA teachers? This

community digest email.

teacher outreach and more. We will also look to you for

group will meet two times face-to-face, and then you will

creative ideas to make the 2018 Fall Function the best

visit PD at MƒA two to three times on your own schedule

year yet.

in between meetings. We will gather questions and

opportunity to provide insight, offer ideas, and learn how

look for common essential elements across the various types of PD at MƒA in order to create tools to support

PRAXIS Warm-Up Facilitator Coordinated By: MƒA Admissions and Recruitment Team MONDAY, OCT 15 MƒA  INQUIRY, PRACTICE & LEADERSHIP + PLEASE NOTE: BEFORE SIGNING UP, PLEASE MAKE SURE YOU ARE AVAILABLE FOR THE PRAXIS WARM-UP ALIGNED TO YOUR CONTENT AREA: MATHEMATICS -- MONDAY, DEC 17 BIOLOGY -- MONDAY, JAN 14 CHEMISTRY -- TUESDAY, JAN 8

facilitators.

Recruitment Information Session Host Coordinated By: MƒA Admissions and Recruitment Team MONDAY, OCT 15 MƒA  INQUIRY, PRACTICE & LEADERSHIP + PLEASE NOTE: BEFORE SIGNING UP, PLEASE MAKE SURE YOU ARE AVAILABLE FOR AT LEAST 2 OF THESE FOLLOWING DATES OF THE MƒA INFO SESSIONS: 10/17, 11/26, 12/20, OR 1/23.

GENERAL SCIENCE -- TUESDAY, DEC 18

Are you a passionate MƒA advocate who tells everyone

EARTH SCIENCE -- TUESDAY, DEC 4

you know about MƒA? Information sessions play a key

65

*Community Contributions are opportunities for Master Teachers who have renewed their fellowship in 2016, 2017, or 2018 (Master Teacher II, III, or IV+).

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018

Community Contributions: Year Long

Early Career Teacher PLT Facilitator Coordinated By: MƒA Director of Professional Development Leah Hirsch

Community Contributions: DYO

TUESDAYS, JAN 29, FEB 26, MAR 5, MAR 19, APR 2, APR 16, MAY 7, MAY 21

Early Career Teacher Mentor Coordinated By: Kara Imm and MƒA Director of Professional Development Leah Hirsch TUESDAYS & WEDNESDAYS, SEP 12, OCT 16, DEC 12, DEC 18, MAR 6, MAY 22; JUN 11 MƒA  INQUIRY, PRACTICE & LEADERSHIP

MƒA  INQUIRY, PRACTICE & LEADERSHIP + PLEASE NOTE: PLT PLANNING MEETINGS WILL TAKE PLACE ON 1/29, 3/5, 4/12, 5/12. PLT FACILITATION WILL TAKE PLACE ON 2/26, 3/19, 4/16, 5/21.

DYO (Design Your Own) Community Contribution Coordinated By: MƒA Staff TBD TBD

As an Early Career Teacher PLT Facilitator, you will

 INQUIRY, PRACTICE & LEADERSHIP

support the work of the 2018 MƒA Early Career Teachers

+ PLEASE NOTE: THERE ARE A LIMITED NUMBER OF DYO OPPORTUNITIES AND PROPOSALS WILL BE ACCEPTED ON A CASE BY CASE BASIS. EACH DYO WILL NEED AN MƒA STAFF MEMBER AS AN ADVISER.

+ PLEASE NOTE: ON 10/16, 12/18, AND 6/11; EARLY CAREER TEACHERS WILL BE PRESENT AS WELL, AND TEACHERS WILL BE WORKING IN THE MENTORING PARTNERSHIPS. 9/12, 12/12, 3/6, AND 5/22 ARE MENTOR SUPPORT MEETINGS; EARLY CAREER TEACHER WILL NOT BE PRESENT.

by attending, planning, and facilitating Cohort Meeting breakout groups that operate like PLTs. Facilitators will begin meeting in the winter to collaboratively design

A DYO is an opportunity for Master Teachers to

spring Early Career Teacher PLTs that will be embedded

design their own Community Contribution that is not

Master Teacher Mentors will be matched with one 2018

into the monthly Early Career Cohort Meetings. The

otherwise offered in the current menu of Master Teacher

MƒA Early Career Teacher who has been teaching 2-4

PLT content will be tailored specifically to the needs,

Community Contributions. A DYO should satisfy the

years. Mentors will be paired with an Early Career Teacher

interests, and professional goals of the Early Career

criteria of a Community Contribution by meeting an

who teaches the same content and grade level, a similar

Teachers.

identified need in the MƒA community, giving back to the community at large, and having clear and measurable

population of students, and (hopefully!) in a nearby school. As a mentor you will meet regularly with your mentee by phone, video chat, or in person. You will plan an intervisitation with your mentee, and support them in developing and working towards their professional goals.

For example, you might work with them on curriculum development, classroom organization/management, or

Summer Think Planner Coordinated By: MƒA Director of Professional Development Leah Hirsch MONDAYS, DEC 10, JAN 7, FEB 11, MAR 11, APR 8, MAY 6, JUN 10 MƒA

outcomes. Additionally, DYOs should be completed over the course of one semester and require a time commitment of approximately 10-12 hours. Please review the current MƒA MT Community Contributions offered in the course catalog. If you do not feel your idea is encompassed by one of the current offerings and meets

 INQUIRY, PRACTICE & LEADERSHIP

the above criteria, please use this link: (bit.ly/mfadyo) to

you will attend three Early Career Cohort Meetings and

If you possess creative ideas about conference

complete the Design Your Own Community Contribution

four mentor support meetings facilitated by Kara Imm,

programming, time management and organizational

Proposal, also located on the Small-World Network.

where you will develop strategies to support your mentee.

skills, have an open and collaborative spirit, and

Proposals will be reviewed and an MƒA staff member will

attended at least 1 MƒA Summer Think then this

contact you if your proposal is accepted.

developing positive learning communities. In addition,

.

community contribution is a match for you! As a Planner, you will meet monthly to design, plan, and support the 2019 Summer Think. Additionally, you will be expected to attend the 2019 Summer Think.

*Community Contributions are opportunities for Master Teachers who have renewed their fellowship in 2016, 2017, or 2018 (Master Teacher II, III, or IV+).

66

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: FALL 2018