MƒA Winter/Spring 2021 Professional Development Course Catalog

Professional Development Catalog Winter/Spring Semester: February - June 2021

Contents General Information & Registration

3

MƒA Programming

4

Summary of Core Learning Opportunities

5

Summary of Additional Learning Opportunities

8

Courses Focused on Remote Teaching

9

Professional Learning Teams (PLTs)

10

Mini-Courses

23

Single Session Workshops

43

Interest Groups

59

Thursday Thinks

64

Community Contributions

67

Wednesday Webinar

70

2

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

VIRTUAL COURSE INFORMATION All MƒA workshops begin at 5:30 p.m., and most are two hours in length or shorter. Please refer to the course details in the Small-World Network for information on the time. Due to social distancing mandates, all upcoming MƒA programming will take place virtually on the Zoom platform. We will transition back to in-person workshops as it becomes safe to do so.

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

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

Accessibility MƒA wants to make virtual programming as accessible as possible. In some courses we will be able to activate the closed captioning feature. If you would like to request closed captioning or any additional accommodations in order to fully participate, please contact our Director of Strategic Initiatives, Eileen Murray, at emurray@mathforamerica.org to discuss your specific needs.

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

February 2, 4 p.m. - Limited Registration 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 courses as you can commit to attending.

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

EQUITY AND INCLUSION p At MƒA we believe that issues related to equity and inclusion should be acknowledged and considered in every professional development experience, regardless of the focus of the course. MƒA also provides many options for teachers who want to take workshops with an explicit focus on issues of equity and inclusion in the classroom. In an effort to highlight these opportunities and make them easier for teachers to find, this year we are including this icon p next to courses that directly address the needs of students of color, non-binary and genderqueer students, students with disabilities, and students who are English language learners. The icon will also be placed next to courses and affinity groups that support the unique challenges faced by educators who are Black, Indigenous, and People of Color (BIPOC), and educators within the Lesbian, Gay, Bisexual, Pansexual, Transgender, Genderqueer, Intersexed, Agender, Asexual, and Ally (LGBTQIA+) community.

3 3

Register at: mfa.force.com/smallworldnetwork

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

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

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

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

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

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

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

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

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

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

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

4 4

4

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Summary of Core Learning Opportunities COMPUTER SCIENCE AND TECHNOLOGY

INQUIRY, PRACTICE, AND LEADERSHIP

HyperDoc Hysteria: Engaging Digital Learners (MINI)

Teaching Online: Optimizing Critical Thinking in a Synchronous Classroom

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

Breakout!: Effective Collaboration in a Virtual Classroom (MINI)

Let Them Speak: Student Discussion (Without You) (SSW)

(SSW)

Building Belonging in the Computer Science Classroom p (SSW)

Can I GRASP Your Attention?: Creating Authentic Student Assessments (SSW)

(PLT)

Code Puzzles in the Classroom (MINI)

Co-Teaching in the Classroom p

Coding for a Cause p (MINI)

(SSW)

Designing Meaningful Coding Projects (PLT)

Creating a Bigger Tent... Virtually! p

Excel Training for Data Specialists and Enthusiasts (SSW)

Creating Healing-Centered Classrooms p (MINI)

Flipped Instruction 101 (SSW)

Culturally and Historically Responsive Education for Equity and Excellence p (SSW)

Gamification With Google Forms (SSW)

(SSW)

Getting Started With Arduinos (MINI)

Designing a Mastery-Based Learning Model in the STEM Classroom (PLT)

Google Sites and Slides for Student Portfolios (SSW)

Designing Dialogue for Blended Learning (MINI)

Introduction to 3D CAD Modeling

Designing From the Margins: Universal Design for Learning Meets Design Thinking p (MINI)

(MINI)

Introduction to Carnegie Mellon University’s Computer Science Academy (SSW) Introduction to Coding With p5.js (MINI)

Introduction to Virtual Robotics (MINI) MƒA Tech Night (SSW) On Zoom and in the Room: Engaging and Assessing Students Online With Nearpod (MINI) Press Record: Making Your Instruction Work on Video (SSW)

Engaging Students Through Inquiry, Place, and Action in the Blended Classroom (MINI) Environmental Justice in the STEM Classroom p (MINI) Exploring Routines for Engagement Through Virtual Intervisitation (PLT) Feedback That Grows Student Understanding and Prompts Motivation (MINI) Giving Effective Feedback (PLT)

Unlocking the Full Potential of Google Classroom and Meets (SSW)

Grit and Resiliency Skills to Increase Engagement and Prevent Burnout

Unlocking the Full Potential of Google Drive (SSW)

(MINI)

Using Screencastify to Enhance Instruction (SSW) 5

Human-Centered Problem-Solving in a Virtual World (MINI)

Planning Book Clubs for Equity p Projects That Pack a Punch (PLT) Psychosocial Capacity Building With a Racial Justice Lens p (MINI) Purposeful Collaboration in the Age of Social Distancing (SSW) Queer Your Classroom! p (SSW) Racial Equity in the Classroom and Beyond p (PLT) Remote Teaching: Planning for Presence and Curricular Decisions (MINI)

Rethinking Teacher Burnout (PLT) So You Want to Talk About Race? p (PLT)

Standards-Based Grading Collaboration (SSW) Storytelling in the STEM Classroom (MINI)

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

Teaching Online: Tailoring StandardsBased Grading to Remote Learning (MINI)

Teaching Online: Tips and Tricks for Managing Your Remote Classroom (SSW)

Teaching to the Introverted Student in an Age of Collaboration and Groupwork p (SSW) Technology Tools to Level the Playing Field for Students With Exceptionalities p (MINI) Tools for Teachers: Psychosocial Recovery and Support Skills to Help Students (MINI) Uncovering Student Thinking Using FACTs (SSW) Uniting Science and Mathematics in the Remote Classroom (PLT) We Got This! Equity, Access, and the Quest to Be Who Our Students Need Us to Be p (PLT) Working Towards National Board Certification (PLT)

Teacher as Writer (PLT) Teacher Leadership: Building Learning Communities to Improve Instruction (MINI) Teaching as a Human Endeavor: A Space to Re-Energize and Redesign (MINI)

Teaching Online: Building Community Among Students in a Remote Class (SSW) Teaching Online: Optimizing Critical Thinking in an Asynchronous Classroom (SSW)

KEY Professional Learning Teams (PLT) Mini-Courses (MINI) Extended Length Courses (ELC) Single Session Workshops (SSW)

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Summary of Core Learning Opportunities cont.

MATHEMATICS Advanced Desmos Activity Builder (PLT)

Applied Computer Science: Bringing It Into the Mathematics Classroom

Infusing Problem-Solving Strategies Into Our Curricula (PLT) Interrogating “Common Sense” in Mathematics Education: Toward AntiRacist Action p (MINI)

(PLT)

Introduction to Category Theory

BreakOUT! Escape Rooms in the Mathematics Classroom (SSW) Bringing Modern Mathematics Into the Classroom (SSW) Building a Project-Based Curriculum for Algebra II (PLT)

(MINI)

Building Literacy Through Statistics (SSW)

Common Content: Transitioning From Middle School to High School (SSW)

Creating Engaging Tasks That Align With the Mathematical Language Routines (PLT) Creative Projects for Calculus (SSW) Decimal Expansions in Different Bases (SSW) Engaging Activities in Statistics in a Distance or Blended Learning Environment (PLT) An Exploration of Non-European Origins of Mathematics p (MINI) Focus on the Process: Opening Up Questions in the Mathematics Classroom (PLT) Geometry for All: Interactive Tasks to Encourage Access for Every Student (PLT)

A Glimpse Into the History of Infinite Series (SSW) Graph Theory (MINI) “Hey, That’s Not Fair!”: The Mathematics of Decision Making (SSW) A Hungarian Approach: Teaching Mathematics Through Guided Discovery (MINI) 6

A Journey Through High School Statistics (MINI) A KenKen Meditation and Exploration (MINI)

Let’s Talk About Social Issues in the Mathematics Classroom p (SSW) Making Algebra Accessible to All Remotely (PLT) Mathematics for Human Flourishing: Building Virtues, Not Just Skills p (MINI)

Mathematics for Human Flourishing: Building Virtues That Help Us All Grow p (PLT) Maximize Real-Time Feedback Using the Desmos Activity Builder Computation Layer (MINI) Middle School Mathematics: Planning for Hybrid and Remote Learning (PLT) Middle School Math Teams (SSW) Modular Origami: Mathematics Through Paper Folding (MINI) Multivariable Calculus: Calculus Beyond the AP Exams (MINI) Numbers: Rational and Irrational (MINI)

Simple Mathematics for Leadership Decisions (SSW) Slices and Copies: Re-Imagining Fraction Instruction (MINI) Statistics and Calculus: An Elegant Intersection (SSW)

Strategies for Culturally Responsive and Inclusive Mathematics Instruction p (SSW) Student-Centered Mathematics in the Remote Elementary School Classroom (PLT) Teaching for Justice in the Mathematics Classroom p (MINI) Teaching for Student Achievement in Algebra II (PLT) Teaching Mathematics Through Literacy (SSW) Think Beyond the Square: Euclidean Geometry From 2D to 3D (SSW) Uncovering Our Students’ Mathematical Thinking (PLT)

At the Clinic: Bringing Medicine Into the Classroom (SSW) Beyond CSI: Forensic DNA Testing Past, Present, and Future (MINI) Beyond Experiments: Using Primary Literature in Scientific Inquiry (MINI) Big Data: COVID-19, Ethics, and Social Justice p (MINI) Bringing Oyster Restoration to Your Remote and Blended Classrooms (MINI)

Building Conceptual Understanding in AP Chemistry (PLT) A Changing Climate in a Resilient NYC (MINI)

Understanding Calculus (PLT) Unpacking and Upending Racial Hierarchies in Mathematics p (MINI)

Chemistry Explorers! Projects to Ignite Curiosity in Your Regents Classroom (PLT)

Using Technology to Enhance the Geometry Classroom Experience (PLT) Using Virtual Manipulatives as Problem-Solving Tools in Mathematics (SSW) “Wait, What Day of the Week Is It?”: The Doomsday Algorithm (SSW) Why Routines? Why Now? Developing Strategic Sense-Making in Virtual Spaces (MINI)

The Chemistry of Hair p (SSW) Chimpanzee Behavior: A Quest for Quantification (MINI) Consortium Science Curriculum Designed to Liberate Students p (PLT) Designing Resources for Remote Physics (PLT) Downsized Project-Based Learning for the Physical Sciences (PLT)

Writing in Mathematics (PLT)

SCIENCE 2020: The Pandemic and the Genetics of Trauma and Resilience (MINI)

KEY Professional Learning Teams (PLT)

The 5Es in Your NGSS Science Classroom: Elevate the Explanation

Mini-Courses (MINI)

(PLT)

Extended Length Courses (ELC)

AP/IB Biology: Improve Critical Thinking Skills With Messy Data (PLT)

Single Session Workshops (SSW)

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Summary of Core Learning Opportunities cont.

Earth Science From Behind a Screen: Best Practices for Remote Instruction (SSW)

Oooh the Colors! Unlocking Light’s Secrets Virtually

Engaging Chemistry Students Virtually: Creating Resources for Online Labs (PLT)

Population Biology by Birding the Concrete Jungle

Environmental Justice as Anti-Racist Pedagogy p

Science and the Opioid Epidemic (MINI)

(PLT)

The Science of (Remote) Learning (MINI)

(MINI)

(MINI)

Exploring and Enhancing Science Assessments in the Virtual Classroom (PLT)

Step Into the Light! Spectrophotometry for Biology and Chemistry (SSW)

Exploring Data and Health of the Hudson River Estuary (MINI)

Styles of Scientific Reasoning in Chemistry (MINI)

From Mummies to Monuments: Chemistry in Art Conservation (SSW)

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

The Galapagos and Nature Journaling (SSW)

Tools for Teaching Science: Blending Intuition and Intention (SSW)

Game-Based Discovery in the Biology Classroom

Using Biology Class to Promote Racial Justice p

(PLT)

Geologic Field Study of Prospect Park (SSW)

(PLT)

Glued into Science: Sustainable Polymers (SSW)

Virtual Biology: Creating Inquiry Activities Using Online Labs and Simulations (PLT)

Going Viral: Viruses Across the Biology Curriculum With HHMI (MINI)

A (Virtual) Night at the Museum: Designing Science Fieldwork Using AMNH (MINI)

Great Diseases With Tufts: Vaccines, Epidemics, and Trials for COVID-19 (MINI)

Where Can Citi Bike Take You? (SSW)

Have You Ever Seen a Crowd Go APES? (PLT) Having Fun With Fungi: Growth and Experimentation With Wild Yeast (MINI) Helping ELLs Master Literacy and Content in Living Environment p (SSW) Indigenous Communities: The Earliest Organic Chemists p (SSW) March Mammal Madness (SSW) Matters of the Heart (SSW) The Molecular Taxonomy of Innocence or Guilt p (SSW)

Ms. Frizzle-ify Amplify (SSW)

KEY Professional Learning Teams (PLT)

The Mystery of Dark Matter (SSW)

Mini-Courses (MINI)

New York Botanical Gardens Virtual Tour: History Through Glaciers (SSW)

Extended Length Courses (ELC)

7

Single Session Workshops (SSW)

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Summary of Additional Learning Opportunities INTEREST GROUPS & AFFINITY GROUPS

THURSDAY THINKS

Abolitionist Teaching p

Volcanology: Danger, Discovery, and Delight

All Levels Vinyasa Yoga

The Revolutionary Act of Listening

Asian American Affinity Group p

COVID-19 Vaccines: What Do We Know Four Months Into Vaccine Rollout?

Bitmoji in the Classroom Black, Latinx, and POC Affinity Group p Elementary Teacher Meet-Ups Finding Your Perfect School

Math Anxiety: Who Has It, Why It Develops, and How to Guard Against It The Story Collider

Getting Started With Grant Writing and DonorsChoose

COMMUNITY CONTRIBUTIONS

Juggling the Demands of Teaching and Parenting

Applicant Screener

LGBTQIA+ Affinity Group p

Information Session Host

MƒA Star Party

MƒA Think Tank for Future Facilitation Planner

MƒA Think Tank for Future Facilitation

Praxis Prep Session Facilitator

Middle Eastern North African (MENA) Affinity Group p

Professional Development Catalog Builder

Middle School Teacher Meet-Up

Science Curriculum Reviewer for Remote Learning

Mindful Yoga Practice

Small-World Network Community Mobilizer

Nerdy Makers

Equity Advisory Committee p

Overbooked

Summer Think Planner

Program Evaluation Advisor

Problem-Solving Group Restorative Yoga Sleep Is Self-Care: Promoting Better Sleep Hygiene in Students and Educators When Did This Pandemic Start? Tenures Ago White Anti-Racist Educators Affinity Group p

8

WEDNESDAY WEBINARS Productive Uncertainty in the Science Classroom Detailing Racialized and Gendered Mechanisms of Mathematics Instruction p

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Courses Focused on Remote Teaching ”Alexa, Grade My Tests!”: Utilizing Technology to Give Students Feedback (SSW)

Middle School Mathematics: Planning for Hybrid and Remote Learning (PLT)

Beyond Experiments: Using Primary Literature in Scientific Inquiry (MINI)

The Mystery of Dark Matter (SSW)

Breakout!: Effective Collaboration in a Virtual Classroom (MINI) Bringing Oyster Restoration to Your Remote and Blended Classrooms (MINI) A Changing Climate in a Resilient NYC (MINI) Designing Dialogue for Blended Learning (MINI) Designing Resources for Remote Physics (PLT)

New York Botanical Gardens Virtual Tour: History Through Glaciers (SSW) On Zoom and in the Room: Engaging and Assessing Students Online With Nearpod (MINI) Press Record: Making Your Instruction Work on Video (SSW) Remote Teaching: Planning for Presence and Curricular Decisions (MINI)

Earth Science From Behind a Screen: Best Practices for Remote Instruction (SSW)

Science Curriculum Reviewer for Remote Learning

Engaging Activities in Statistics in a Distance or Blended Learning Environment (PLT)

The Science of (Remote) Learning (MINI)

Engaging Chemistry Students Virtually: Creating Resources for Online Labs (PLT) Exploring and Enhancing Science Assessments in the Virtual Classroom (PLT) Exploring Data and Health of the Hudson River Estuary (MINI) Exploring Routines for Engagement Through Virtual Intervisitation (PLT) Flipped Instruction 101 (SSW) Gamification With Google Forms (SSW) Glued into Science: Sustainable Polymers (SSW) Going Viral: Viruses Across the Biology Curriculum With HHMI (MINI) Great Diseases With Tufts: Vaccines, Epidemics, and Trials for COVID-19 (MINI) Having Fun With Fungi: Growth and Experimentation With Wild Yeast (MINI) HyperDoc Hysteria: Engaging Digital Learners (MINI) Making Algebra Accessible to All Remotely (PLT) MƒA Tech Night (SSW)

9

(CC)

Student-Centered Mathematics in the Remote Elementary School Classroom (PLT) Teaching Online: Building Community Among Students in a Remote Class (SSW) Teaching Online: Optimizing Critical Thinking in a Synchronous Classroom (SSW) Teaching Online: Optimizing Critical Thinking in an Asynchronous Classroom (SSW) Teaching Online: Tailoring Standards-Based Grading to Remote Learning (MINI) Teaching Online: Tips and Tricks for Managing Your Remote Classroom (SSW) Tools for Teaching Science: Blending Intuition and Intention (SSW) Uniting Science and Mathematics in the Remote Classroom (PLT) Using Screencastify to Enhance Instruction (SSW)

KEY

Virtual Biology: Creating Inquiry Activities Using Online Labs and Simulations (PLT)

Professional Learning Teams (PLT)

A (Virtual) Night at the Museum: Designing Science Fieldwork Using AMNH (MINI)

Extended Length Courses (ELC)

Why Routines? Why Now? Developing Strategic Sense-Making in Virtual Spaces (MINI)

Mini-Courses (MINI) Single Session Workshops (SSW)

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

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

10

MÆ’A PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Professional Learning Teams (PLTs)

classroom. Desmos activities allow students to demonstrate their thinking in a variety of ways and provide new opportunities for teachers to give feedback to their students. In this course, we will introduce

The 5Es in Your NGSS Science Classroom: Elevate the Explanation Facilitators: MƒA Master Teachers Grace Bennett, Ph.D., and Danielle DeBenedetto WEDNESDAYS, FEB 24, MAR 24, APR 28, MAY 26

new Desmos tools, create and troubleshoot activities,

MONDAYS, MAR 1, APR 5, MAY 3, JUN 7

and delve deeper into the Computation Layer (the

ONLINE

underlying programming language for Activity Builder).

 MATHEMATICS

This course is designed for teachers who are already

How might we, as mathematics teachers, use the

familiar with Desmos Activity Builder.

principles of computer science to engage and build confidence in our students? From scaling HTML images

ONLINE  SCIENCE

How might we rethink the “explain” phase of NGSSaligned 5E sequences? Have you ever considered letting students do the explaining? In this PLT, teachers will learn how the 5E model supports the NGSS and will develop skills to design a captivating, studentdriven, and phenomenon-based “explain” phase -- the most critical step to students achieving mastery of the NGSS. We will begin by reviewing the 5Es, select an NGSS performance expectation to plan around, and determine relevant phenomena. Then, we will share examples of engaging “explain” phases to guide teachers as they collaboratively plan for their own virtual or hybrid classrooms. Finally, teachers will share student work cultivated during the “explain” phase and exchange feedback with the group. This course is intended for middle and high school science teachers who want to utilize the 5Es to better align their curriculum with the NGSS.

Advanced Desmos Activity Builder Facilitators: MƒA Master Teachers Matt Baker and Deb Barnum MONDAYS, FEB 22, MAR 22, APR 19, MAY 17 ONLINE  MATHEMATICS

AP/IB Biology: Improve Critical Thinking Skills With Messy Data Facilitators: MƒA Master Teachers Umang Desai and Michael Holmes

students regularly use mathematics in their computer science (CS) classes. Yet they rarely, if ever, utilize CS in their mathematics classes, where they might benefit immensely from its application, novelty, and relevance.

ONLINE

In this PLT, we will design, deliver, and reflect on tasks

 SCIENCE

that incorporate CS principles while also meeting

How might we use messy data to improve our students’

rigorous mathematics standards. These tasks will

critical thinking skills? Most virtual labs generate

allow our students to benefit from increased exposure,

“perfect” data. Most high school wet labs also have

opportunities, and confidence to learn CS, regardless

a “perfect” answer with an expected outcome. But

of whether CS is offered at their school. The tasks we

students who don’t achieve these “perfect” results are

design together will be organized and shared with the

often left trying to explain why their efforts did not

whole PLT. All teachers of mathematics, regardless of CS

match and questioning their scientific process. These

experience, are welcome.

experiences give a false impression of the nature of science. Authentic science produces messy data, with all of its inherent natural variation, and is not biased towards an expected experimental outcome. By exposing our students to messy data that come from

Building a Project-Based Curriculum for Algebra II Facilitators: MƒA Master Teachers Francesca Pascale and Marisa Shuman and MƒA Early Career Teacher Rasa Guarnaccia

authentic science, we can help them to understand

MONDAYS, FEB 22, MAR 22, APR 19, MAY 17

the nature of science and flex their critical thinking

ONLINE

skills. The goal of this PLT is to co-create a shared

 MATHEMATICS

bank of questions anchored in authentic data adapted

How might we create a project-based curriculum for Algebra II? This course is ideal for mathematics teachers who want to develop and implement student-driven projects in their classrooms. During this PLT, we will explore how to support student projects during both remote and blended learning.

In our first session, we will build a foundation of understanding as we read about and discuss project-based learning. Subsequent sessions will be

from primary research articles. We’ll begin by finding appropriate articles and data sets to then adapt into free-response questions to test in our classrooms.

Throughout, we will report back to the group to reflect, iterate, and strengthen questions for future use. This PLT

classroom engagement, especially in a remote and

is appropriate for AP/IB Biology teachers.

teachers in editing and creating activities through the

on websites to placing sprites on Cartesian grids,

THURSDAYS, FEB 25, MAR 25, APR 29, MAY 27

How might we use Desmos Activity Builder to improve blended setting? The goal of this PLT is to support

Applied Computer Science: Bringing It Into the Mathematics Classroom Facilitators: MƒA Master Teachers Jimmy Dillon and Eileen Strutz

Desmos Activity Builder to promote a more engaging 11

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Professional Learning Teams (PLTs) spent developing projects and structures for both online and in-person instruction, implementing our projects, and sharing our experiences. While the focus is Algebra II, this course would be beneficial for all high school mathematics teachers.

Building Conceptual Understanding in AP Chemistry Facilitators: MƒA Master Teachers Sin Li and Anoopa Singh THURSDAYS, FEB 11, MAR 11, APR 22, MAY 20 ONLINE  SCIENCE

Chemistry Explorers! Projects to Ignite Curiosity in Your Regents Classroom Facilitators: MƒA Master Teachers Rosalie Malone and Lauren Wells

science curricula but also deliver a personalized and student-driven curriculum that is framed around students’ interests and passions. In our final session, we will reflect on the curriculum we have designed. This

TUESDAYS, FEB 9, MAR 16, APR 20, MAY 18

course is ideal for consortium and international school

ONLINE

teachers who use consortium rubrics to evaluate student

 SCIENCE

work but all teachers eager to learn more about an

How might we use project-based learning to create

alternative to the Regents exam are welcome to join!

meaningful and impactful chemistry experiences that motivate and engage our students? Project-based learning can transform a traditional classroom into one filled with curious students eager to explore their world. In this PLT, we will discuss and develop projects with the scaffolds necessary to support and challenge all learners. We will begin by exploring projects from a sample collection, examining student work, and familiarizing ourselves with useful frameworks for project design. Subsequent sessions will focus on

How might we design chemistry experiences that

embedding our own projects with meaningful learning

develop conceptual understanding and help students

tasks and student choice, designing rubrics, and

engage in the six scientific practices outlined in the

discussing “help desks” with scaffolds and supports for

AP Chemistry Course and Exam Description? In this

student use. Our goal is for teachers to leave with a

PLT, we will focus on the tough-to-teach concepts of

toolbox of classroom-ready projects. This course is best

the spring semester to prepare students for not only

suited for high school Regents Chemistry teachers with

the successful completion of the course, but also an

blended or virtual classrooms.

integrated learning experience given the complexities of blended learning and AP Chemistry. We aim to design lessons - for both inside and outside of the classroom - that will sustain students’ curiosity in realworld chemistry. In each session, we will collaborate to

Consortium Science Curriculum Designed to Liberate Students p Facilitators: MƒA Master Teachers Alana Burgos and Heather Lochridge

unpack a chemistry concept and design phenomena-

WEDNESDAYS, FEB 10, MAR 17, APR 21, MAY 19

based and remote learning activities to support student

ONLINE

growth. Then, we will come back together to reflect on the efficacy of these activities. Our work will be structured by this content-specific design and inquiry cycle and aligned to the NGSS science practices laid out by the College Board, focusing on teacher growth and student understanding. Collaboration will be essential as we modify activities, revamp questions, clarify the bigger ideas, and support each other and our students.

 SCIENCE

How might we as science teachers cultivate a liberatory practice? In this PLT, science teachers from schools in the New York Performance Standards Consortium will explore how to design science curriculum through the lens of racial equity. We’ll begin by discussing excerpts from Brazilian educator and philosopher Paulo Friere to ground ourselves in critical theory. Friere states, “What the educator does in teaching is to make it possible for the students to become themselves.” We will continue

12

to develop not only a shared understanding of liberatory MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Professional Learning Teams (PLTs) Creating Engaging Tasks That Align With the Mathematical Language Routines Facilitators: MƒA Master Teachers Jeffrey Hamilton and Jason Garofalo TUESDAYS, MAR 2, APR 6, MAY 4, JUN 1 ONLINE  MATHEMATICS

How might we create mathematical tasks that are accessible to all of our students, especially those who struggle with mathematical language? The Mathematical Language Routines (MLRs), designed by the Understanding Language/Stanford Center for Assessment, Learning and Equity at Stanford University, are a set of tools used to promote the use of language to deepen students’ understanding of content. In this PLT, we will work together to explore strategies for creating and implementing the MLRs for remote and blended instruction. During each session, we will explore,

Designing a Mastery-Based Learning Model in the STEM Classroom Facilitators: MƒA Master Teachers Elena Weinstein and Susan Price

Finally, we will explore structures for assessment and reassessment. This course is ideal for mathematics and science teachers who are just beginning their exploration of mastery models, as well as teachers

TUESDAYS, FEB 23, MAR 23, APR 27, MAY 25

interested in revamping and improving their mastery

ONLINE

systems to work within their current teaching contexts.

 INQUIRY, PRACTICE, AND LEADERSHIP

How might we develop and use mastery-based learning to promote equity and deepen our conversations around student learning? Mastery models are especially useful in our current climate with the challenges of remote instruction and teaching through the pandemic. Moreover, a mastery model can be created or modified based on a teacher’s unique style and school circumstances, even in schools that have not yet adopted this framework. First, we will explore fundamental mastery principles and how they can change the way we teach, assess, and provide feedback to students. Next, we will identify meaningful learning targets for different content areas. Then, we will work on developing or modifying grading systems to provide meaningful feedback and promote growth mindsets.

Designing Meaningful Coding Projects Facilitators: MƒA Master Teachers Bob Burton, Luna Ramirez, and Jonathan Swotinsky WEDNESDAYS, MAR 10, APR 14, MAY 12, JUN 9 ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

How might we design coding projects that are meaningful and engage all students in computer science? In this PLT, we will work together to design enriching coding projects that motivate a diverse set of students to improve their coding skills. During each session, we will collaborate to create projects that build on student choice and cultural relevance, while also creating multiple entry points, robust scaffolds, and

discuss, and plan different routines utilizing readings and live models. The purpose of this reflective cycle is to collaborate on best strategies, grow in our teaching practice, and create a bank of MLRs that all teachers can use in their classrooms. We will use the article, “Principles for the Design of Mathematics Curricula: Promoting Language and Content Development,” from the Stanford Graduate School of Education to support our work. FlipGrid, Desmos, Google Meets, and Zoom will also be used to explore and implement the MLRs. This PLT is best suited for high school mathematics teachers, although the routines explored can be used by teachers of all subjects and grade levels.

13

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Professional Learning Teams (PLTs)

Downsized Project-Based Learning for the Physical Sciences Facilitators: MƒA Master Teachers James Handel and Molly Shabica MONDAYS, FEB 8, MAR 8, APR 12, MAY 10

various levels of difficulty. After creating and sharing projects, we will try them out in our classrooms and return to the PLT to reflect on what worked, who it worked for, and what can be improved. By the end of the course, all teachers will have an improved framework for designing meaningful coding projects as well as a collection of projects designed by their colleagues. This course is best suited for computer science teachers, but any teacher who wants to incorporate a coding project into their mathematics or science class is encouraged to join.

ONLINE  SCIENCE

THURSDAYS, FEB 25, MAR 25, APR 29, MAY 27 ONLINE  SCIENCE

the AP Statistics curriculum, all high school statistics teachers are welcome, including those thinking about

feel like a daunting task considering the amount of time

teaching such a course in the future.

required to execute meaningful projects. In this PLT, we will work to identify great (and smaller-scale) projects that fit more naturally into our curricula. We will begin by reviewing and critiquing two model projects which

Engaging Chemistry Students Virtually: Creating Resources for Online Labs Facilitators: MƒA Master Teacher Cailin Colarusso and MƒA Early Career Teacher Mary O’Keefe

five days to complete. In subsequent sessions, we will

MONDAYS, FEB 8, MAR 8, APR 12, MAY 10

work in small groups to design, workshop, and refine

ONLINE

our own mini-projects. Throughout the course, we will collaborate to ensure our projects deliver challenging standards-based content while also adhering to the core tenants of PBL in science. The course will capitalize

Learning for Math and Science by Heather Wolpert-

interested in sharing resources and learning from your

Gawron and A Curriculum Framework for Project-Based

colleagues? In this PLT, we aim to support both new and

Science Learning by Holthuis, Deutscher, Schultz, and

seasoned physics teachers by discussing the core ideas

Jamshidi. This course is ideal for physics or physical

and common student misconceptions around waves

science teachers.

and light, electricity, and modern physics. We will begin

 SCIENCE

How might we utilize virtual laboratories to enhance student understanding of chemistry? The abrupt shift to distance learning left teachers scrambling to determine how to remotely provide one of the most engaging and critical components of any science classroom - the labs! While there are many simulations and animations to support student understanding, the pandemic highlighted the need for high-quality, virtual labs with multiple entry points. In this PLT, our goal is to research the best virtual labs, simulations, and animations, and to collaborate on how to adapt these resources for our

Engaging Activities in Statistics in a Distance or Blended Learning Environment Facilitators: MƒA Master Teachers KC Hankins and Mimi Ong Ante

whole-group discussion. Teachers will be encouraged

TUESDAYS, MAR 2, APR 6, MAY 4, JUN 1

to try out the tasks we design in their own classrooms

ONLINE

activities.

ready to collaborate with and support your peers, and

incorporating PBL into a physical science classroom can

the first time, outside of your license area, or simply

and share feedback with the group to iterate upon these

a different unit of the AP Statistics curriculum. Come

While we plan to use resources and materials from

established texts for PBL including, DIY Project Based

discuss conceptual questions, and conclude with a

and procedural content. Each session will focus on

of our physical science curriculum? Sometimes

and hybrid instruction? Are you teaching physics for

followed by collaborative work to solve problems and

critiquing them to help students master both conceptual

return to your class with a new set of engaging activities.

on teachers’ expertise as well as drawing on well-

demos and experiments students can perform at home,

activities with the goal of iterating, executing, and

while also meeting the demanding scope and sequence

How might we adapt our physics curriculum for remote

each session by reviewing key concepts and exploring

world? In this PLT, we will share our most engaging

How might we integrate project-based learning (PBL)

deliver standards-based content but take only three to

Designing Resources for Remote Physics Facilitators: MƒA Master Teachers Jared Jax, Ph.D., and Marieke Thomas

the science of statistics and its applications to the real

 MATHEMATICS

unique classrooms. Teachers will use these resources with their students between sessions and share their experiences with the group for continued iteration and improvement. This course is for any chemistry teacher looking to supplement their hybrid classroom with virtual labs.

How might we engage our students in statistics in both remote and blended classrooms? What innovations can we make to create thoughtful, shared statistics activities that enable our students to make connections between

14

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Professional Learning Teams (PLTs)

How might we design context-based assessments for

visits will be recorded for those who cannot attend

the virtual science classroom? In this PLT, teachers

the live sessions. STEM teachers of all grade levels and

will share how they assess students virtually and work

content areas are welcome.

together to modify existing assessments to meet the

Environmental Justice as Anti-Racist Pedagogy p Facilitators: Taylor Morton and MƒA Master Teacher Jared Fox, Ph.D. TUESDAYS, MAR 9, APR 13, MAY 11, JUN 8 ONLINE  SCIENCE

needs and challenges of distance learning. In session one, we will share current modifications for virtual assessments and discuss the variety of assessment platforms available. In sessions two and three, we will work collaboratively to update existing assessments and discuss how best to preserve academic integrity in a virtual space. We will conclude with a discussion on how

How might we incorporate anti-racist pedagogy into

to provide meaningful feedback to students. This course

our science classrooms? In this PLT, we will explore the

is for all science teachers looking to offer students fair

Environmental Health & Justice Leadership Training

and stimulating assessments.

curriculum from WE ACT for Environmental Justice, and we will collaborate to devise strategies for incorporating and contextualizing this work into our unique classroom communities. In addition, we will share best practices for engaging in environmental justice work with our

WEDNESDAYS, MAR 3, MAY 5

variety of guest speakers including students, community

ONLINE

organizers, and academic researchers. Teachers

 INQUIRY, PRACTICE, AND LEADERSHIP

will leave this PLT with an anti-racist framework and

+ PLEASE NOTE: THERE ARE TWO VIRTUAL INTER-VISITATIONS DAYS THAT ARE A REQUIRED COMPONENT OF THE PLT (DATES ARE TBD).

environmental justice into their classrooms and school communities..

Taylor Morton has been working with WE ACT for Environmental Justice in Harlem since 2016, formerly as an intern, environmental health fellow, and educational consultant. Their work has included

a shared experience for exploring routines in the STEM classroom? Structured routines can improve engagement and participation, particularly for students who may not speak up in whole class settings. In this

programs. Taylor also recognizes the importance of exposing minority,

PLT, we will have a unique opportunity to provide one

urban, and low-income youth to natural elements, and actively supports

another feedback on these routines by opening up the

College, a M.S. in Environmental Policy and Sustainability Management

virtual doors of our classrooms. Our goal is to enhance

from The New School, and a M.S. in Education from the University of

our understanding of students’ reasoning, to support

Pennsylvania.

students in discussions, and to consider how teacher moves help create more equitable environments. During

Exploring and Enhancing Science Assessments in the Virtual Classroom Facilitators: MƒA Master Teacher Derek Dubossi and MƒA Early Career Teacher Mary O’Keefe

two evening workshops, we will explore routines that are applicable to a variety of grade levels and content areas, plan how to implement these routines, anticipate potential challenges, and brainstorm teacher moves in

THURSDAYS, FEB 11, MAR 11, APR 22, MAY 20

response. During the two intervisitations, we will visit

ONLINE

one another’s virtual classrooms as we test the routines,

 SCIENCE

15

ONLINE  MATHEMATICS

How might we modify the language and structure of mathematical tasks to encourage students to analyze the problem-solving process? Rather than asking “The cosine of an angle is almost 1. What could the angle be?” Open middle and open-ended questions require students to focus on analysis, planning, and process, rather than on memorization of procedures.

In this PLT, we will work together to modify existing curricula to incorporate these “open questions” which require students to truly understand the entire problemsolving process. All high school mathematics teachers will find this work applicable and are welcome to join.

How might we use virtual intervisitation to create

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

this mission. Taylor holds a B.S. in Environmental Studies from Spelman

TUESDAYS, FEB 23, MAR 23, APR 27, MAY 25

students to “Solve: cos x = 1,” what happens if we asked,

Exploring Routines for Engagement Through Virtual Intervisitation Facilitators: MƒA Master Teachers Bushra Makiya and Dee Dee Dyer

students and local communities by learning from a

concrete next steps for incorporating the tenets of

Focus on the Process: Opening Up Questions in the Mathematics Classroom Facilitators: MƒA Master Teachers Renu Budhraja and Andy Deegan

listen to students, and debrief our observations. The

Game-Based Discovery in the Biology Classroom Facilitators: MƒA Master Teachers Brittany Beck, Jeffrey Horenstein, and Deame Hua WEDNESDAYS, MAR 10, APR 14, MAY 12, JUN 9 ONLINE  SCIENCE

How might we help students develop games as tools to enhance their understanding of biological phenomena?

In this PLT, we will explore connections between game play and game design with the development of creativity, critical thinking, and metacognitive skills in the biology classroom. Games are inherently engaging, requiring students to apply their understanding to form connections to the subject matter and their peers. This PLT will nurture these connections while we are isolated and online. In session one, we will model different

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Professional Learning Teams (PLTs)

regarding these in-class experiences and artifacts, we will curate a resource that can be shared with other colleagues interested in improving their classroom feedback.

types of games and game-based learning in the science

Have You Ever Seen a Crowd Go APES? Facilitators: MƒA Master Teachers Laura Singleton and Sharisse Small

classroom as we explore a variety of games embedded with biology content. Next, we will develop scaffolds to enable students to create their own games. Then,

MONDAYS, FEB 8, MAR 8, APR 12, MAY 10

we will share and iterate on plans for enacting student-

ONLINE

created games in our biology classrooms. We will

 SCIENCE

conclude by presenting and playing our student-created games to evaluate their efficacy. This PLT is open to all

How might we work collaboratively to implement the

middle and high school life science teachers.

new AP Environmental Science (APES) Practices into our daily instruction? In this continuing PLT, we will modify activities, share best practices from both in-person

Geometry for All: Interactive Tasks to Encourage Access for Every Student Facilitators: MƒA Master Teachers Sarah Geist, Rebecca Guarino, and Carol Kinney, Ph.D.

and virtual learning, and build a library of resources, including lessons, labs, and projects, to support our students in engaging with and mastering the science

TUESDAYS, FEB 9, MAR 16, APR 20, MAY 18

skills and practices outlined in the new APES Course and

ONLINE

Exam Description. Throughout the course, we will also explore remote learning tools such as Edpuzzle, Albert.

 MATHEMATICS

How might we make geometry content accessible for all learners? Join us as we create innovative, cognitively demanding, and interactive tasks that illuminate high-

Giving Effective Feedback Facilitators: MƒA Master Teachers Kimberly Dempsey and Scott Gallagher

level geometry concepts while encouraging every

WEDNESDAYS, MAR 3, APR 7, MAY 5, JUN 2

student to engage and participate fully. We will work

ONLINE

together to share and adapt lessons, problems, and

 INQUIRY, PRACTICE, AND LEADERSHIP

projects to explore ways we can help all students access

+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF GIVING EFFECTIVE FEEDBACK TO YOUR STUDENTS AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

and probe geometry. The goal is to support students who struggle to comprehend and use geometric principles, and also those who feel confident to push themselves deeper. This PLT is geared for both Regents and non-Regents teachers, as well as any teacher with diverse learners, including English Language Learners and students with IEPs.

How might we leverage the power of effective feedback to help our students learn math and science? This PLT is for all teachers committed to making feedback a fundamental part of their practice to push student

journals. In our final session, we will share student work and classroom experiences, reflecting on successes and points for growth while also planning for continued progress. This course is best suited for APES teachers who are interested in revising their current practices, pre-AP teachers who will teach APES in the upcoming academic year, and any teacher who is interested in teaching APES in the near future.

Infusing Problem-Solving Strategies Into Our Curricula Facilitators: MƒA Master Teacher Matthew Fleck, Ron Lodetti, and Melissa Singer

learning and growth. Together, we will engage in an

THURSDAYS, FEB 25, MAR 25, APR 29, MAY 27

active book study of How to Give Effective Feedback to

ONLINE

Your Students by Susan M. Brookhart. We will practice the strategies suggested by Brookhart in our own classrooms and bring artifacts to subsequent sessions in order to unpack and explore the components of effective feedback. After giving and receiving feedback 16

io, and Tuva, as well as a variety of digital texts and

 MATHEMATICS

The ability to solve problems is an essential life skill; necessary to navigate our everyday lives at home, school, and work. While we all want to include rich,

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Professional Learning Teams (PLTs) open-ended, creative, and low floor/high ceiling tasks in our classrooms, we are often constrained by the pressure to cover all content and prepare students for exams. How might we incorporate more problemsolving into our increasingly content-driven curriculum?

In this PLT, we will seek to embed problem-solving strategies directly into our content. We will begin this work by exploring seven major problem-solving strategies to increase our familiarity and understanding.

Then, we will collaborate with colleagues in similar content areas to plan problem-solving tasks that align with and enrich our upcoming content. This PLT is open to all K-8 mathematics teachers.

Mathematics for Human Flourishing: Building Virtues That Help Us All Grow p Facilitators: MƒA Master Teachers Phylicia Hoyt and Brittany Murdock

middle school mathematics teachers.

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

How might we move toward a more humanist and inclusive approach to teaching mathematics?

In his book, Mathematics for Human Flourishing, mathematician Francis Su contends that “math is intimately tied to being human.” In this PLT, we will read Dr. Su’s book as we explore a more human approach to mathematics - one that helps our students build hope, joy, compassion, ingenuity, and confidence in struggle. classrooms that are inclusive, open, and accessible to all. We will also reflect on our current practices and work collaboratively to develop activities, routines, and

ONLINE

guest speaker! This course is open to all mathematics teachers.

to engage students during our new normal. We will begin by reflecting on the challenges of teaching in our current environments and compile a list of resources

Planning Book Clubs for Equity p Facilitators: MƒA Master Teacher Shaniece Mosley and MƒA Early Career Teacher Genesis Grullón WEDNESDAYS, FEB 10, MAR 17, APR 21, MAY 19 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF CULTIVATING GENIUS: AND EQUITY FRAMEWORK FOR CULTURALLY AND HISTORICALLY RESPONSIVE LITERACY AND CAN BE REIMBURSED THROUGH THE MƑA FLEX FUNDS PROGRAM.

How might we facilitate book clubs in order to hold space for difficult conversations about equity, race, and injustice in our schools? Equity looks (and feels) different to every person. As educators, we are faced with issues around equity every day, and we sometimes struggle to find concrete ways to address these issues within our schools. A book can be helpful in focusing a conversation or introducing a topic that needs to be discussed, but it is important to first know your

How might we support our students as they learn we explore a variety of innovative and effective tools

consider how these strategies and tools support student growth and assessment. This PLT is suitable for all

shifts for our instruction. Dr. Su may even join us as a

algebra in remote or blended classrooms? Join us as

explore ways to maximize Google Classroom, and

ONLINE

MONDAYS, FEB 22, MAR 22, APR 19, MAY 17  MATHEMATICS

mathematics, share resources we have found helpful,

MONDAYS, FEB 22, MAR 22, APR 19, MAY 17

Most importantly, we will consider how to create

Making Algebra Accessible to All Remotely Facilitators: MƒA Master Teachers Stephanie Murdock and Christina Varghese, Ph.D.

We will also discuss how we are currently teaching

Middle School Mathematics: Planning for Hybrid and Remote Learning Facilitators: MƒA Master Teachers Morgan O’Brien and Maggie Weinreb, and MƒA Master Teacher Emeritus Corey Levin

goal before selecting your text. A book club is not simply choosing a book that a group will decide to read together. It is a curation of activities, reflections, and readings that will help push the group closer to the identified goal. It can be a space of inquiry,

that have been valuable in engaging students remotely.

WEDNESDAYS, FEB 24, MAR 24, APR 28, MAY 26

transformation, and planned action. It is a model that

In subsequent sessions, we will continue to refine and

ONLINE

can be replicated and differentiated, and should be

add to this toolbox as we discuss the efficacy of these

 MATHEMATICS

used strategically when considered as a vehicle for

tools in our classrooms and explore new ones. We

How might we more effectively teach middle school

exploring and promoting equity. We will go through the

will also give and receive feedback on how to make

mathematics in remote or hybrid classrooms? Most

different phases of planning for a book club by reading

our classrooms more accessible to students in both

teachers have spent years developing hands-on,

chapters of Dr. Gholdy Muhammad’s book, Cultivating

synchronous and asynchronous settings. This PLT is

interactive, and engaging mathematics curriculum, but

Genius: An Equity Framework for Culturally and

best suited for Algebra I and Algebra II teachers, but

how do we translate these resources into the virtual

Historically Responsive Literacy. The goal of this PLT is

would be beneficial to anyone teaching mathematics

world? In this PLT, we will discuss how to excite students

to thoughtfully think through, and hopefully implement,

courses in grades 8-12.

in mathematics, learn how to create meaningful

a complete book club cycle that can encourage deeper

assessments, and exchange ideas for curriculum design.

thinking on an issue of equity.

17

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Professional Learning Teams (PLTs)

As educators in NYC schools who serve a majority of young people of color, we can no longer ignore the experiences that hurt our youth every day. In this PLT, we invite you to engage with us in courageous

Projects That Pack a Punch Facilitators: MƒA Master Teacher John Derian and MƒA Early Career Teacher Cristina Rade THURSDAYS, FEB 25, MAR 25, APR 29, MAY 27 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

conversations about race and racism. Our work together will be centered around storytelling, a traditional method used by Indigenous people to share knowledge and disrupt the Eurocentric, colonial norms. We will create and nurture a supportive, respectful, and brave space by reinforcing community norms and agreements.

We will also focus on looking inward at the biases that

How might we improve and iterate upon our existing

inform our beliefs and our practices and reflect on

project-based curriculum? If you are looking for an

the characteristics of white supremacy culture which

opportunity to strengthen your projects, join this PLT

show up in our organizations. These characteristics are

in which we will collaboratively workshop our project-

harmful to Black, Indigenous, People of Color (BIPOC)

based units and explore best practices in project-

as well as white people. We understand this work

based learning (PBL). During the first two sessions,

is lifelong, and we hope to create a space in MƒA to

we will bring in a project that we plan to implement

facilitate and engage in these conversations in efforts of

in the upcoming semester to refine and prepare it for

working towards dismantling racism in our classrooms,

use in the classroom. Between the second and third

our school systems, and beyond.

sessions, we will launch our projects with students and collect student work and feedback. In our final two sessions, we will share out and consider how the project worked in the classroom; incorporating student work, student feedback, and a PBL design rubric to guide our reflections. Together, we will strive to engage students in more meaningful learning in our classrooms through project-based learning. This PLT is ideal for any STEM teacher who has a PBL unit they want to strengthen.

Racial Equity in the Classroom and Beyond p Facilitators: MƒA Master Teachers Estefania Hereira and Trisha Wright

Rethinking Teacher Burnout Facilitators: MƒA Master Teacher Alice Brea and MƒA Early Career Teacher Jenn Leyva

teaching” and the demands and constraints of the job.

The book is a valuable read for any teacher beginning

WEDNESDAYS, FEB 10, MAR 17, APR 21, MAY 19

to identify their own feelings of demoralization, but

ONLINE

it’s also a powerful text for teachers interested in the

 INQUIRY, PRACTICE, AND LEADERSHIP

future of education and in the ethics of the profession.

+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF DEMORALIZED: WHY TEACHERS LEAVE THE PROFESSION THEY LOVE AND HOW THEY CAN STAY AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

The discussions we have in this group will be relevant

How might we promote career longevity for ourselves

with the language to name and tools to address why

and our teaching communities? In this PLT, we will think

teachers - who love teaching - might choose to leave

critically about the concept of “teacher burnout” and its

the profession.

WEDNESDAYS, MAR 3, APR 7, MAY 5, JUN 2

impact on teacher retention. Our work will be anchored

ONLINE

by the book Demoralized: Why Teachers Leave the

 INQUIRY, PRACTICE, AND LEADERSHIP

Profession They Love and How They Can Stay, by Doris

How might we improve the ways in which we support

Santoro. While the national conversation on teacher

the students of color in our classrooms? In the

retention is often centered around teachers early in their

midst of this pandemic, youth of color have been

careers or on helping teachers avoid “burnout” through

disproportionately impacted, shedding light on the

self-care, this book examines another reason why

inequities that have existed in this country for centuries.

veteran teachers leave the field - “demoralization,” or

to teachers of all grade levels and content areas and will empower us to return to our school communities

a disjuncture between what a teacher considers “good 18

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Professional Learning Teams (PLTs)

Student-Centered Mathematics in the Remote Elementary School Classroom Facilitators: MƒA Master Teachers Sophie Brady and Kady Safar

that may arise when bringing CRT to our colleagues or using it with our students. We will use the book Culturally Responsive Teaching and The Brain by Zaretta Hammond to anchor our work.

WEDNESDAYS, MAR 10, APR 7, MAY 5, JUN 2

So You Want to Talk About Race? p Facilitators: MƒA Master Teachers Andrea Kung and Samantha Tulloch TUESDAYS, FEB 9, MAR 16, APR 20, MAY 18 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF SO YOU WANT TO TALK ABOUT RACE? AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

ONLINE  MATHEMATICS

How might we design student-centered, conceptual mathematics experiences for remote instruction? In this PLT, elementary school teachers will explore how to build online communities, design instructional materials, and implement routines and investigations using online platforms. Each session will begin with a community-

How might we critically examine our own relationships

building activity that can also be used with students,

with race, racism, and concepts related to such in a

followed by a discussion of strategies for using various

safe and supported way? In a city where 85% of our

online platforms and resources. We will conclude by

students are not white, race plays many roles in the lives

collaboratively designing new instructional tools for our

of our students. Oftentimes, race and its effects are not

classrooms.

talked about in either our professional or personal lives through a critical lens because talking about race can require admitting fault with ourselves and/or the status quo. We hope that despite these challenges, you will join us in talking about race. In this PLT, we will discuss

WEDNESDAYS, FEB 10, MAR 17, APR 21, MAY 19

Oluo, and excerpts from other texts to critically examine

ONLINE

our own relationships with race, racism, and white

 INQUIRY, PRACTICE, AND LEADERSHIP

supremacy. We will also reflect on the implications of

+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF CULTURALLY RESPONSIVE TEACHING AND THE BRAIN AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

with students, families, and staff in our schools. This PLT is open to all teachers willing to step outside of

How might we increase buy-in of the principles of

their comfort zones and be active participants in these

culturally responsive teaching (CRT) to improve school

potentially difficult conversations.

culture and student performance? This PLT is for mathematics and science teachers interested in leading school-based professional development around CRT practices with a focus on race and identity. By the end of this PLT, we will develop a deeper understanding of CRT as it relates to brain science, student experiences, and identity and race. We will prepare to lead school-based professional development to empower our colleagues and administration to use these practices and develop a cohesive plan to share this work in our schools.

Lastly, we will reflect on and troubleshoot the hurdles

19

MONDAYS, MAR 1, APR 5, MAY 3, JUN 7 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

How might we use writing as a means to create community and make teaching a more sustainable path? As teachers, we do a lot of obligatory writing (lesson plans, emails, letters of recommendation, etc.). Rarely do we get a chance to write for ourselves.

This PLT approaches writing as a restorative practice and a means for creative expression. It’s a unique opportunity to unpack our classroom and personal

Taking Culturally Responsive Teaching Back to Our Schools p Facilitators: MƒA Master Teachers Katie Davey and Scott Gallagher

the book So You Want to Talk About Race? by Ijeoma

race in our teaching pedagogy and our interactions

Teacher as Writer Facilitators: MƒA Master Teachers Lauren Brady and Tim Tschurjumov

experiences through writing and give voice to ideas that might not otherwise have an opportunity to grow.

It’s an even more unique opportunity to do this in the supportive company of other teachers. Join us as we come together monthly to share original writing (on any subject), exchange feedback, and use the resulting inspiration to improve our writing, and ourselves. All genres of writing and experience levels are welcome.

Teaching for Student Achievement in Algebra II Facilitators: MƒA Master Teachers George Ludovici and Scott Taylor MONDAYS, MAR 1, APR 5, MAY 3, JUN 7 ONLINE  MATHEMATICS

How might we improve student achievement in Algebra II? The goal of this PLT is for teachers to gain a deeper understanding of the most effective ways to teach Algebra II curriculum, including in-depth analysis and use of past Regents questions, reinforcement through Delta Math, and careful planning and sequencing of the calendar. We will spend time sharing resources and

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Professional Learning Teams (PLTs)

Uncovering Our Students’ Mathematical Thinking Facilitators: MƒA Master Teachers Liz Clark-Garvey and Gary Cruz TUESDAYS, MAR 9, APR 13, MAY 11, JUN 8 ONLINE

working collaboratively on lesson plans, activities, and units. We will then try out these shared resources in our classrooms, and reflect together on our successes and challenges. Many of us devote a great deal of effort to figuring out how to succeed in teaching a given course.

By taking a shared approach, built upon a successful foundation, we will all become more effective educators.

 MATHEMATICS

How might we use videos and student work to uncover

Uniting Science and Mathematics in the Remote Classroom Facilitators: MƒA Master Teachers Melissa Hendy and Arah Lewis WEDNESDAYS, MAR 24, APR 14, MAY 12, JUN 9 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

our students’ true understanding of mathematics? Good

How might we as middle school mathematics and

teaching is often like detective work; what a student

science teachers more effectively and meaningfully

writes or says is only a small piece of what they actually

collaborate in multiple learning environments? As STEM

know. In a matter of seconds, a teacher must hear what

teachers, we are often asked to authentically co-plan

a student shares, infer their underlying understanding,

and design curriculum but without the necessary time

and then respond in real-time to facilitate their learning.

and guidance to do so. This PLT is an opportunity to do

In this PLT, we will slow this process down as we

just that. We will begin our work with an exploration

analyze video clips and student work samples from our

of the Next Generation Science Standards and the

classrooms. We will work together to get better at the

Common Core Mathematics State Standards to

difficult skill of uncovering what students understand

determine specifically where synergies exist. We will

and how best to respond in ways that push their

continue in session two by investigating online tools

mathematical thinking.

and resources for designing lessons that address both the mathematics and science standards. For our third

Understanding Calculus Facilitators: MƒA Master Teachers Stephanie Bohbot and Ricardo Estrada

session, we invite and encourage teachers to bring a STEM colleague from their schools or from within the MƒA community to work with them in the lesson

MONDAYS, FEB 8, MAR 8, APR 12, MAY 10

design process. Before the final session, teachers will

ONLINE

try these lessons out with their students. Finally, we

 MATHEMATICS

How might we help our students build connections between conceptual understanding and algebraic fluency in calculus? Join us as we share tried and tested calculus tasks developed by our MƒA community. In this PLT, we will explore a wealth of resources as we reflect on our experiences, ideas, and challenges. We will also discuss the use of technology platforms, like Desmos, to ensure students have the skills needed to succeed on the AP exam. As our work is centered on both student performance and teacher growth, this PLT is open to those who currently teach calculus; both AP and nonAP teachers are welcome.

will close by reflecting on the lesson design process and the implementation of the lessons. This PLT is primarily for middle school mathematics and science teachers, as well as those who teach Algebra I and Living Environment.

Using Biology Class to Promote Racial Justice p Facilitators: MƒA Master Teacher Alvis Wilson and MƒA Early Career Teachers Juanita Martin and Cristina Rade, Ph.D. WEDNESDAYS, FEB 24, MAR 24, APR 28, MAY 26 ONLINE  SCIENCE

How might we use biology to promote racial justice and understanding? Instead of leaving conversations about race to our humanities counterparts, biology teachers also have a responsibility to discuss and dispel

20

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Professional Learning Teams (PLTs)

will begin by sharing and discussing our expertise with online platforms including Desmos, GeoGebra, and DeltaMath. We will then work with a new technology of our choosing to collaborate with other teachers

perceived racial differences. Integrating a biological critique of race will help students understand how similar we really are and move toward creating a more equitable society. In this PLT, we will examine and modify lesson plans and related materials from the Howard Hughes Medical Institute, American Museum of Natural History, and the National Science Foundation focused on countering false scientific justifications and analyzing evidence for human difference along racial lines. We will also explore lessons on population diversity, PCR, mutations, evolutionary connections to the environment, and more. Then we’ll develop plans to use these materials in our classes and reflect on the experience. Finally, we’ll discuss and draft plans on how to connect what students learn about race to racism and anti-racist actions. Our work together will help our students develop skills to determine, avoid, and debunk errors in reasoning, become more thoughtful citizens and scientists, and celebrate and better understand one another. This course is ideal for any middle or high school teacher who teaches genetics and wants to lead students in crucial conversations about equity and racial bias.

Using Technology to Enhance the Geometry Classroom Experience Facilitators: MƒA Master Teachers Andrew Fitts, Sarah Geist, and Emma Haddad WEDNESDAYS, FEB 24, MAR 24, APR 28, MAY 26 ONLINE  MATHEMATICS

How might we most effectively utilize technology to enhance student learning in the geometry classroom?

We Got This! Equity, Access, and the Quest to Be Who Our Students Need Us to Be p Facilitators: MƒA Master Teachers Marisa Miller and Dwaina Sookhoo

and create activities for our classrooms. Finally, we will

THURSDAYS, FEB 11, MAR 11, APR 22, MAY 20

spend time planning lessons that integrate these tools,

ONLINE

with a focus on how to structure meaningful studentto-student discussions. All geometry teachers are welcome.

Virtual Biology: Creating Inquiry Activities Using Online Labs and Simulations Facilitators: MƒA Master Teacher Marisa Wagner, Ph.D., and MƒA Early Career Teacher Elese Lau

 INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPIES OF YOU GOT THIS: EQUITY, ACCESS, AND THE QUEST TO BE WHO OUR STUDENTS NEED US TO BE AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

How might we infuse our teaching with anti-racist practices, student-centered instruction, and equitable opportunities for student voices to be heard? Now, more than ever, striving for these should be at the forefront of

TUESDAYS, MAR 2, APR 6, MAY 4, JUN 1

our focus as we take on the challenges of teaching in a

ONLINE

pandemic. Together we will read Cornelius Minor’s You

 SCIENCE

How might we use virtual biology labs and simulations to dispel misconceptions and design inquiry-based experiences? Together, we will curate a library of virtual science content that we can use as the basis for student-centered activities in the remote, flipped, or in-person classroom. These activities will be similar to Process Oriented Guided Inquiry Labs (POGILs), with students using virtual components as “models” to answer a series of guided questions. We’ll begin by identifying common misconceptions and challenging topics, and based on the content we want to target, form smaller groups to identify available online resources aligned with these concepts. During sessions two and three, groups will create inquiry-based activities inspired by the online resources, and then take these back to their classrooms to try out with students. In the final session, teachers will share the activities and reflect on students’ learning. This PLT is for all life science teachers including those who teach Living Environment,

Got This: Equity, Access, and the Quest to Be Who Our Students Need Us to Be (2019). By reading the book, we will intentionally plan anti-racist teaching shifts in our blended or distance learning classrooms, hold each other accountable to hear what students are trying to tell us, and work towards becoming who they need us to be. These shifts will support student-centered instruction while lifting the voices of our young Black students and other students of color. In six digestible chapters, the author provides guidance and practice for teachers of all levels to reflect and respond to their students’ behavior and achievement. We will rely on a circle of colleagues to discuss and create actionable changes in each of our classrooms, including elevating student voice, redesigning curriculum, and being a good educator versus a good employee. This PLT is for anyone who is interested in authentically knowing themself as an activist and wants to empower their students by showing them they are heard, regardless of the setting they are learning in.

AP, IB, and elective courses.

In this PLT, we will engage with, create, and share a variety of online geometry tasks and activities. The goal is to use technology to enhance student learning and discussion in both remote and in-person settings. We 21

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Professional Learning Teams (PLTs)

Each month, we will deliberate on interesting, varied, and tried-and-true examples of what writing can look like in a mathematics class, and we will leave with tasks and routines that we can adapt for our own classes.

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

No expertise with writing tasks is necessary — only a passion for getting better! All middle and high school mathematics teachers are welcome.

TUESDAYS, FEB 23, MAR 23, APR 27, MAY 25 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: THIS PLT IS OPEN TO TEACHERS FROM THE FALL 2020 PLT AND NEW TEACHERS AS LONG AS THEY ARE COMPLETING ONE OR MORE OF THEIR CERTIFICATION COMPONENTS OR PURSUING NATIONAL BOARD CERTIFICATION DURING THE 2020-2021 ACADEMIC YEAR.

How might we support one another as we work toward achieving National Board Certification? Are you a teacher currently in the process of applying for National Board Certification or planning to apply for your certification during the 2020-2021 academic year? Come collaborate with and be supported by a community of MƒA teachers also going through the process. Most Nationally Board Certified teachers report that having the help of other educators made the difference in their success in applying. In this PLT, we will troubleshoot obstacles in the application, practice giving and receiving feedback, and utilize our shared expertise to become Nationally Board Certified teachers.

Writing in Mathematics Facilitators: MƒA Master Teachers Shari Eng and Brian Palacios THURSDAYS, FEB 11, MAR 11, APR 22, MAY 20 ONLINE  MATHEMATICS

How might we view students as authors of mathematics? How can we use writing to help students discover and explore their mathematical voice? What are some ways for students to engage in impactful and creative mathematical writing experiences? This PLT will seek to answer these questions — and more.

22

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

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

23

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Mini-Courses

educational communities on how positive experiences dictate brain health, academic performance, and social well-being. Dr. Joseph Jones Marlin is a Chief Resident of Psychiatry at New York University School of Medicine. He investigates the role of synaptic plasticity in autism, using

2020: The Pandemic and the Genetics of Trauma and Resilience Facilitators: Bianca Jones Marlin, Ph.D., and Joseph Jones Marlin, M.D., Ph.D.

mouse models to understand how mutations in small molecules and ion channels lead to abnormal behaviors. Dr. Marlin holds an M.D. and Ph.D. in neuroscience from New York University, and dual bachelor’s

Beyond Experiments: Using Primary Literature in Scientific Inquiry Facilitators: Sarah Fankhauser, Ph.D., Olivia HoShing, Ph.D., and Yamin Li, Ph.D. TUESDAYS, MAR 2, MAR 16 ONLINE

degrees in neuroscience and chemistry from the University of California

 SCIENCE

at Berkeley. Dr. Marlin is establishing a dual career in both clinical

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

TUESDAYS, APR 27, MAY 11, MAY 25

psychiatry and neuroscience research and hopes to bridge the gap

ONLINE

between these two fields. His goal is to identify molecular patterns that

How can we bring the research experience into

underlie what makes people get “stuck” in maladaptive mental states.

our classrooms when the tools of experimentation

 SCIENCE

might no longer be accessible due to the pandemic

2020 will forever be remembered as a year of both turmoil and resilience. With the global COVID-19 pandemic, rampant social injustice, and a fraught presidential election, Americans were challenged by unparalleled adversity, stress, and trauma. Recent research on how animals overcome and survive adverse situations may help uncover how human brains might adapt to such adversity. In this course, we will examine the science behind chronic 2020 stressors such as social isolation, scarcity, and uncertainty; consider how organisms respond to trauma through the lens of behavior, brain morphology, and epigenetic adaptations; and explore how these concepts translate from animal studies to the human experience. In session one, we will discuss the ramifications of prolonged trauma to uncover the different biological responses to stress. In session two, we will investigate how epigenetic changes reflect our dynamic world to promote survival. We will conclude by examining the psychology and neurobiology of human resilience and what happens when that resilience fails. This course is best suited for middle and high school life science teachers.

Beyond CSI: Forensic DNA Testing Past, Present, and Future Facilitator: MƒA Master Teacher Bianca Brandon

or because of under-resourced school settings?

Primary literature provides access to the scientific process without ever stepping foot in a laboratory

THURSDAYS, MAR 25, APR 8, APR 22

and is a valuable and accessible tool for all students

ONLINE

to experience the scientific process. In this mini-

 SCIENCE

course, we will explore primary literature and ways to

Are you a forensics fiend, obsessively watching true

bring it into your classroom using free and accessible

crime documentaries and CSI or doomscrolling

examples from the Journal of Emerging Investigators

through Buzzfeed Unsolved? Then join us to learn

(JEI), a science journal dedicated to publishing research

how DNA is actually used to solve crimes. In this

conducted by middle and high school students. In our

mini-course, teachers will work with a former forensic

first session, we will explore some of this student work

DNA analyst from The New York City Office of Chief

to discuss the purpose, value, and common structure

Medical Examiner to learn how forensic DNA testing

of primary articles and how to adapt and incorporate

really works. We will begin with a brief history of DNA

them into the classroom. In our second session, we will

testing and explore early techniques such as DNA

collaborate to develop lessons and activities for our

fingerprinting (RFLP testing). We will then move on to

unique classroom settings. This course will focus on all

how PCR-based DNA testing of short tandem repeats

aspects of the scientific process and will be of interest

(STRs) is carried out and discuss how DNA testing

to teachers in any STEM field.

was used in several well-known cases, including the

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

identification of victims of the World Trade Center

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

attack on 9/11 and the crash of American Airlines Flight 587 in the Rockaways. Finally, we will look to the future

college students. She has been internationally recognized for her work in supporting and training pre-college students (and their teachers) in their scientific writing and research. Sarah is formally trained as a

of forensic DNA use: low copy number DNA testing, a

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

Neuroscience at Columbia University’s Zuckerman Institute. Her

promising but controversial technology; and the use

from Harvard University.

lab investigates transgenerational epigenetic inheritance, or how

of genealogy databases to solve cold cases such as the

Dr. Olivia Ho-Shing is a postdoctoral fellow in the Molecular and

traumatic experiences in parents can be “remembered” in their

Golden State Killer. This course is best suited for high

Cellular Biology Department at Harvard University. Her research focuses

offspring. She holds a Ph.D. in neuroscience from New York University

school biology teachers or anyone who has a personal

Dr. Bianca Jones Marlin is an Assistant Professor of Psychology and

and dual bachelor’s degrees in adolescent education and biology from St. John’s University. Dr. Marlin’s research has been covered in

interest in forensic DNA testing.

on brain development and the neurobiology of social behaviors in mice.

She has been an associate editor, publishing editor, and editor-in-chief for JEI; and as chief learning officer she is now focused on deepening

Discover Magazine’s “100 Top Stories of 2015” and she was named a

Bianca Brandon is an MƒA Master Teacher and science teacher at Staten

the mentorship and learning experience students gain through JEI.

2017 STAT Wunderkind. Dr. Marlin’s goals are to utilize neurobiology

Island Technical High School in Staten Island.

Dr. Yamin Li is a postdoctoral scholar in the Department of Biomedical

and the science of learning to better inform both the scientific and

24

Engineering at Tufts University. He obtained his Ph.D. in chemistry

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Mini-Courses

Dr. Maria Mazin is a lead scientist at BioBus, where she works with

professional development to approximately 10,000 educators in the

K-12 and college students, helping them discover, explore, and pursue

Mid-Hudson Valley region of NY State. During the past four decades

science. She obtained her Ph.D. in Entomology and International

he has worked as a middle and high school social studies teacher,

Agriculture and Development from The Pennsylvania State University.

technology integration specialist, and school principal.

from the University of Science and Technology of China. His research

Maria conducted biological and social research on mushroom farms

interests focus on the development of new materials to prevent, detect,

and farmworker communities aimed at improving pest management

and treat human diseases. Yamin is an Associate Editor of JEI, has

techniques and farmworker health. Maria strives to work within the

reviewed hundreds of manuscripts for eighteen scientific journals, and

intersection of biology and social justice, and believes that science

has served as a judge in numerous scientific competitions.

should be accessible to everyone at any level.

Dr. Latasha Wright is the Chief Scientific Officer of BioBus. She has

Big Data: COVID-19, Ethics, and Social Justice p Facilitators: Francesca Anselmi, Ph.D., Maria Mazin, Ph.D., and Latasha Wright, Ph.D.

co-authored numerous publications and presented her work at national and international conferences. BioBus enables Latasha to share her love

Bringing Oyster Restoration to Your Remote and Blended Classrooms Facilitators: MƒA Master Teachers Melissa Dowd, Jared Fox, Ph.D., and Sarah Gribbin WEDNESDAYS, APR 14, APR 28 ONLINE

of science with a new generation of scientists. Latasha spearheaded

 SCIENCE

the creation of the first BioBase community lab, the BioBus internship

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

TUESDAYS, APR 13, APR 20, APR 27

program, and the Harlem expansion. Every day that Latasha spends

ONLINE

teaching students about science in this transformative environment

How might we incorporate citizen science projects

helps her remember that science is fun. She loves sharing the journey of

into our remote or blended classrooms? Join us for

discovery with students of all ages.

an introduction to the Billion Oyster Project (BOP) and

 SCIENCE

Big data has changed the world. Now more than ever, the use of data to generate information and make informed decisions is crucial. In this mini-course, we will explore data concepts through the interrelated

NY Restoration Project as we explore the work being

Breakout!: Effective Collaboration in a Virtual Classroom Facilitator: Paul Rubeo

lenses of COVID-19, public health, and social justice.

TUESDAYS, MAR 9, MAR 16, MAR 23

Using dynamic, hands-on exercises, teachers will gain

ONLINE

a better sense of what data really is, and how it can be collected. Examining real data sets, we will ask questions at the intersection of COVID-19 and social justice and begin to answer them by performing basic statistical tests and applying Excel skills. We will also discuss the ethics of how data is utilized in public health as well as the dangers of how interpretation bias can shape public policy. Throughout the course, teachers will gain data search and analysis skills, develop hands-on lessons that can be taught remotely or in person, and explore tools to spark constructive conversations around data in the real world with their students. All STEM teachers are welcome to attend.

Dr. Francesca Anselmi is the Chief Scientist of the BioBus Harlem team.

Microscopist and neuroscientist by training, she loves learning by

 INQUIRY, PRACTICE, AND LEADERSHIP

done to restore oysters to New York’s waterways.

We will begin with a discussion of the importance of oysters in aquatic ecosystems. Then, we will observe a remote oyster dissection with BioBus and share socially-distanced protocols for monitoring an oyster research station with students, including water quality

Great educators know that learning happens when

and biodiversity data collection. Finally, we will analyze

students are actively engaged, motivated, and goal-

some BOP data sets and work collaboratively to

oriented. Nowhere is that more evident than in

incorporate the data into our science or mathematics

STEM classrooms. How might we create this same

classrooms. This course is for any STEM teacher

environment virtually? Using break-out rooms is

looking for ways to bring real and citizen science to

an effective way to facilitate active learning and

their students.

engagement, but their effectiveness requires careful

Melissa Dowd and Sarah Gribbin are MƒA Master Teachers and science

preparation and practice. This mini-course will provide

teachers at Urban Assembly New York Harbor School in Manhattan.

teachers with tools and strategies to maximize break-

Jared Fox is an MƒA Master Teacher and science teacher at Washington

out rooms and challenge them to create and run a

Heights Expeditionary Learning School in Manhattan.

break-out activity accompanied by digital resources.

During our three sessions, teachers will identify a collaborative learning activity they have done in

A Changing Climate in a Resilient NYC Facilitator: Robin Sanchez

a traditional setting, adapt it to the synchronous

WEDNESDAYS, MAR 24, APR 7, APR 21

been the basis of new curriculum and projects for BioBus interns. At

virtual classroom, and give and get feedback on their

ONLINE

BioBus, Francesca hopes to help shape the next generation of scientists

adaptations. Teachers will take away practical break-

and citizens, aware and proud of the environment they live in, eager to

out room strategies that they can easily implement

making and is the co-creator of a Do-It-Yourself microscope, which has

observe their reality firsthand, challenge their common knowledge, and help them to formulate their own ideas to shape the world around them into a better place for everyone to share.

with their students.

Paul Rubeo is currently the Assistant Director of the Mid-Hudson Teacher Center (MHTC) located at SUNY New Paltz. The MHTC provides

25

 SCIENCE

How is climate change affecting New York City and what can teachers do to foster and encourage students to take action? Join the NYC Department

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Mini-Courses of Environmental Protection (DEP) to learn more about the local impacts of climate change and how you can invite your students into these important conversations. In this mini-course, teachers will explore the DEP’s new, multi-disciplinary Climate Change Education Module and hear from climate professionals, teachers, and students involved in building climate resiliency and supporting climate education. Each session will focus on a different climate-related topic specific to NYC, such as student activism, environmental justice, and climate resiliency, and will feature guest presenters from the DEP, the NYC Mayor’s Office, and other local climate education organizations. After learning about a particular topic, teachers will explore a related lesson from the DEP’s

with graphs and statistics? Together, we will embark

basics, sharpen your skills, and dig deep into solving

on an adventure from behavior to numbers with

code puzzles with us. We’re excellent debuggers, ready

primatologist Dr. Zarin Machanda and the Kibale

to support you at your current coding level (even if you

Chimpanzee Project in Uganda. We will start with

are newer to coding) and to act as thought partners for

Dr. Machanda presenting some of her research on

you on the best ways to adapt these games for your

our amazing primate relatives, sharing the tools and

students, your context, and your classroom.

methodology used for quantification, and discussing

Jeff Olson is the Director of Curriculum and Instruction at Upperline

ways to bring scientists into the classroom. Then, we

Code. Jeff has an undergraduate degree in neuroscience and American

will collect our own animal observations using video

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

footage of the Kibale chimpanzees and learn how to score their behaviors as researchers do in the field. We

placed as an English teacher in Phoenix, Arizona with Teach For America, and earned his M.Ed. in secondary education from Arizona State University. In 2015, Jeff began teaching beginner courses in

will conclude with an exploration of how these data

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

are used to inform our understanding of chimpanzees,

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

leaving time to collaboratively develop strategies and materials to bring this type of animal analysis to

has come to believe that learning to code is the most empowering experience a high school student can have. He believes that coding is joyful and that all students deserve access to this life-changing form of

our students. All those interested in teaching animal

fun.

behavior using live animals or video footage are

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

welcome to attend.

Masters in Education from Boston University and has built her career around increasing educational opportunities in computer science

module. Each session will also highlight lessons that

Dr. Zarin Machanda is an Assistant Professor of Anthropology and

for underrepresented populations in tech. Taylor began her career in

utilize different learning methods, such as research,

Biology at Tufts University. She is also one of the directors of the Kibale

education as a high school physics and computer science teacher, and

action, and reflection. Teachers will be encouraged to

Chimpanzee Project, a long-term study of wild chimpanzees in Kibale

then as the Director of Strategy and Operations at Upperline Code. At

National Park, Uganda. Zarin received her Ph.D. from the Department of

Upperline Code, she built, managed, and trained teachers for computer

Human Evolutionary Biology at Harvard University in 2009. Her research

with their students to help further the discussion. While

science education programs in partnership with organizations like

revolves around understanding the factors that shape the quality and

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

the resources will be most beneficial to students in

development of social relationships in primates.

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

grades 4-12, all teachers are welcome to attend.

Peri Mason is an MƒA Early Career Teacher and science teacher at Bard

brings a deep commitment to increasing equity in computer science to

High School Early College Queens in Queens.

her role.

help implement and iterate lessons from the module

Robin Sanchez is the Director of Education for the NYC Department of Environmental Protection, which provides pre-K to 12th grade students

Emily Schmidt is an MƒA Early Career Teacher and science teacher at the

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

Bronx High School of Science in the Bronx.

New York City’s vital water supply, wastewater treatment system, and sound and noise quality. Education opportunities include field trips, hands-on activities, the annual Water Resources Art and Poetry Contest, teacher training, online education modules, and more.

Chimpanzee Behavior: A Quest for Quantification Facilitators: Zarin Machanda, Ph.D., and MƒA Early Career Teachers Peri Mason, Ph.D., and Emily Schmidt, Ph.D. MONDAYS, APR 5, APR 12, APR 19 ONLINE  SCIENCE

Code Puzzles in the Classroom Facilitator: Jeff Olson and Taylor Want

Coding for a Cause p Facilitators: Darien Cruté and Kenny Graves, Ph.D. MONDAYS, APR 12, APR 19, APR 26, MAY 3 ONLINE

TUESDAYS, FEB 23, MAR 9, MAR 23

 COMPUTER SCIENCE AND TECHNOLOGY

ONLINE

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

 COMPUTER SCIENCE AND TECHNOLOGY

In what ways can computer science teachers embrace

Whether you’re writing your first line of code, or you’ve

students’ voices and empower them to become

majored in computer science, you’ve likely heard of

informed activists for social justice within their

the code challenges that companies like Google use

communities? In this hands-on mini-course, teachers

as part of their hiring process. These puzzles require

will use a variety of tools to design and implement

critical thinking, perseverance, curiosity, and excellent

apps through the lenses of cultural responsiveness

Have you ever wondered how something qualitative

problem-solving — all attributes teachers would love to

and civic agency. Similar to the work done by the

like animal behavior can be quantified and analyzed

see in their STEM students! Come hang out, learn the

non-profit Random Hacks of Kindness, this course will demonstrate how to guide students through the

26

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Mini-Courses development cycle of apps and help them design projects that directly impact their school or community in positive ways. Teachers will experience this cycle themselves as they plan a project and work through the design process of product vision, product specification, documentation, implementation, and testing. We will conclude with a Shark Tank-style share-out to reflect on the completed work and possible next steps.

Teachers should consider an area of need in their school they would like to focus on before joining.

Previous coding experience is recommended.

collective trauma of COVID-19, its disproportionate

personally engage in learning environments rich with

impact on communities of color, and how that

discussion and reflection, design methods to cultivate

exemplifies this country’s ongoing racial trauma that

dialogue, and hear the innovative ideas of their

was present in our schools and classrooms long before

colleagues.

the pandemic. In this interactive mini-course, we

Gina Tesoriero is an Ed Tech Implementation manager for the Division

will learn how trauma impacts the developing brain

of Instructional and Information Technology (DIIT) at the NYCDOE. She

and a student’s ability to learn. We will explore skills

has a decade of experience as a special education teacher. Previously,

and practices that teachers can employ to create a more trauma-aware, sensitive, and healing-centered

Gina was a research assistant supporting design-based research for the Institute for Science and Math at the University of Washington.

While there she worked on the ACESSE project (a research practice

classroom that supports all students’ learning, whether

partnership with the Council for State Science Supervisors) to co-

remotely or in-person.

design resources that support the development of equitable science

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

learning environments. Currently, Gina strives to work with educators to redesign their classroom spaces to create more inclusive, collaborative, and relevant learning experiences.

strengthen classroom communities and create learning environments

Lauren Couto is an MƒA Master Teacher and science teacher at Jonas

Darien Cruté has been teaching in independent schools for the past

that are more conducive to teaching and learning for all. Her focus

Bronck Academy in the Bronx.

eight years and is currently a Computer Science teacher at Rye Country

is on how social and emotional learning (SEL) impacts the academic

Day School in Rye, NY. During this time, he has revamped several

environment and how restorative practices help break the school-to-

Computer Science courses, developed many new course curricula, and

prison pipeline.

served as an advisor and athletic coach. Darien’s teaching philosophy centers around project-based student-centered course work. He believes a student’s ability to complete a project demonstrates a better understanding of materials and concepts than any tests or exams.

Darien started his teaching career at the Ethical Culture Fieldston

Designing Dialogue for Blended Learning Facilitator: Gina Tesoriero and MƒA Master Teacher Lauren Couto

School and continues to incorporate topics of equity, ethics, and

TUESDAYS, FEB 23, MAR 2, MAR 9

digital citizenship in every course. Before teaching, Darien worked as a

ONLINE

software test engineer and software engineer for Fujifilm Medical and

 INQUIRY, PRACTICE, AND LEADERSHIP

has designed and developed apps for the iPhone, iPad, and iPod touch.

Dr. Kenny Graves has served in public and Independent schools for

Discussion and reflection are critical components for

the past decade as an award-winning English teacher, professional

learning, but how do we design these opportunities

developer, educational technologist, and school leader. Dr. Graves

for blended learning environments? In this course,

currently serves as the Upper School (9-12) Assistant Principal for

teachers will leverage Ed Tech tools and protocols that

Academic Life & Director of Studies at the Ethical Culture Fieldston

cultivate opportunities for dialogue and reflection. In

School in the Bronx, NY. Prior to this role, Kenny served as the Upper School (9-12) Ethics and Technology Coordinator for six years. You can follow Kenny on Twitter at @kennyegraves.

the first session, teachers will work in small groups using Flipgrid to experience how Ed Tech tools combined with protocols can facilitate discussion

Creating Healing-Centered Classrooms p Facilitator: Marieke van Woerkom

and reflection. Through this process, teachers will identify the many obstacles and opportunities that

MONDAYS, FEB 8, FEB 22, MAR 1

exist in their current classroom settings. In the second

ONLINE

session, teachers will explore resources that can help

 INQUIRY, PRACTICE, AND LEADERSHIP

Recent research has shown that traumatic childhood experiences are much more common than previously known or recognized. We are also currently facing the

27

overcome these obstacles and leverage opportunities to identify a personal design task. In the final session, teachers will share the creative ways in which they have cultivated discussion and reflection in their learning environments. Throughout the course, teachers will MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Mini-Courses Designing From the Margins: Universal Design for Learning Meets Design Thinking p Facilitator: Kara Imm, Ph.D.

Engaging Students Through Inquiry, Place, and Action in the Blended Classroom Facilitators: Victoria Garufi and Lisa Mechaley

Environmental Justice in the STEM Classroom p Facilitators: Zakhia Grant and MƒA Master Teacher Vielca Anglin

MONDAYS, MAR 22, APR 5, APR 19

THURSDAYS, FEB 25, MAR 11, MAR 25

ONLINE

ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

 INQUIRY, PRACTICE, AND LEADERSHIP

TUESDAYS, APR 6, APR 20, MAY 4, MAY 18

How might we integrate students’ local environments,

The environmental justice movement provides an

ONLINE

culture, heritage, and unique experiences into our

intersectional opportunity to connect students, their

 INQUIRY, PRACTICE, AND LEADERSHIP

curriculum? Join us in this immersive experience as

communities, and their health to climate science. In

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

we explore the frameworks, tools, and research to

this mini-course, teachers will explore sustainability

implement place-based learning in our classrooms.

through the lens of culturally responsive teaching,

Place-based learning connects the classroom to

equity, and social justice using a framework and

students’ lived experiences in their communities. In this

resources created by EcoRise. Since 2015, EcoRise

mini-course, teachers will explore local geography to

has been empowering youth to tackle real-world

understand how human and natural systems interact,

challenges in their schools and communities,

and how this relationship develops and changes

cultivating climate literacy and developing change-

over time. Teachers will use mapping tools including

makers. Teachers will learn how the EcoRise curriculum

Thinglink and Google Earth to draw connections

(free for NYC teachers) and resources can be used

between the conditions around them and their

to build 21st-century skills and engage students in

impacts on the public health of their communities.

environmental literacy and environmental justice even

Teachers will collect, analyze, and interpret data on

in a remote learning environment. Through facilitated

various neighborhood conditions to zero in on a

group dialogue and interactive activities, teachers

specific challenge. They will then continue the work

will explore elements of project-based learning and

by collecting challenge specific data in the form of

scientific inquiry to develop the skills they need to

interviews, maps, and storytelling to develop solutions

empower students to design feasible, inclusive, place-

for improving the quality of life for those in their

based solutions to sustainability challenges.

communities. This course is suited for STEM teachers

Zakhia Grant is the Northeast Program Manager for EcoRise and

of all grade levels.

provides professional development to K-12 teachers participating in

In theory, Universal Design for Learning (UDL) is a powerful framework for ensuring that we design instruction with all students in mind — particularly in creating access for students with disabilities. In practice, however, UDL is often applied as a checklist with no mention of empathy, a central feature of design thinking, and not centered on the actual students we know and love. In this course, we offer a more empathetic interpretation: integrating the principles of UDL with the process of design thinking to develop a creative and collaborative place to curate new systems, tools, rituals, and interactions for our students. Mindful of how students with disabilities (and their families) have been excluded from many aspects of remote learning, we will use this course to design specifically for them. That is, we will prototype and iterate new processes, interactions, and experiences for students with disabilities and their families.

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

In her more than 20-year career, she has been a middle and high school math teacher, staff developer, leadership coach, and teacher education faculty. In her current role with Math in the City (City College, The City University of New York) she designs and leads site-based professional development for teacher teams and leaders, with the goal of developing inclusive math communities across the country and internationally. At MƒA, Kara has been invited to design and lead over 20 courses including design thinking, mathematical routines, models and modeling, developing a coaching practice, and early algebra. Kara has written several articles and books with and for teachers on the teaching and learning of mathematics. A proud graduate of Minneapolis

Vicky Garufi is the Director of Education for the Children’s Environmental Literacy Foundation (CELF). CELF was founded in 2003 on the principle that education for sustainability is essential for today’s K-12 students. CELF programs use real-world problem-solving to prepare students with the holistic thinking skills and motivation to become agents of change for a healthier, more stable, and sustainable future. Vicky is responsible for guiding CELF’s educator team in the

the Sustainable Intelligence Program in New York, New Jersey, and Massachusetts. She is a geologist and a LEED Green Associate and brings with her more than a decade of experience teaching science and sustainability at both the high school and collegiate levels in NYC. She is passionate about equity and justice in sustainability and environmental education. Zakhia holds a B.A. in Geology from George Washington University and an M.S. in Geology from Bowling Green State University.

design of all PD programs. Prior to joining CELF, Vicky spent 12 years

Vielca Anglin is an MƒA Master Teacher and science teacher at City-As

at the Sarah Lawrence College Center for the Urban River at Beczak

High School in Manhattan.

(CURB) in Yonkers. Vicky holds a B.S. in Psychobiology from Long Island University’s Southampton College and a Master of Science in the Art of Teaching from Sarah Lawrence College.

Public Schools, Kara earned degrees from Stanford University and Bank

Lisa Mechaley is an Educator and PD Facilitator with CELF. There, she

Street College of Education. Her recent Ph.D. in Urban Education (The

collaborates with other education staff on the design, implementation,

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

and delivery of professional development programs. Lisa holds a B.A. in

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

Biology with an Environmental Specialization from Central Connecticut

experienced the gate-keeping effects of algebra.

State University and an M.S. from Southern Connecticut State University in Elementary Science Education.

28

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Mini-Courses

Her mathematics education research focuses on best practices of

reaching over 28,000 people each year. Anna creates and implements

supporting the development of mathematical knowledge for teaching.

environmental curricula and activities for schools, summer camps, and public outreach groups. Anna also organizes a variety of stewardship

An Exploration of Non-European Origins of Mathematics p Facilitator: Christina Eubanks-Turner, Ph.D. WEDNESDAYS, APR 14, APR 21, APR 28 ONLINE

Exploring Data and Health of the Hudson River Estuary Facilitators: Toland Kister, Anna Koskol, and Tina Walsh TUESDAYS, MAY 4, MAY 11 ONLINE

and sustainability efforts, including composting, marine debris research, and plastic reduction initiatives in the Hudson River Park community.

She holds a B.A. in Psychology from Stony Brook University.

Tina Walsh is the Senior Director of Education and Outreach for Hudson River Park’s River Project. Her work oversees a wide range of programs rooted in hands-on science, stewardship, and research to make the river accessible as both a classroom and a laboratory. She aims to connect

 MATHEMATICS

 SCIENCE

New Yorkers to the Hudson River Estuary and teach them to love it.

Mathematics is a cultural product, created and

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

Urban environmental education and science communication are a

discovered by people in a particular time, often

How do climate change and marine debris impact

Cortlandt Park Alliance, Center for the Urban River at Beczak, and the

because of specific needs, questions, or circumstances.

fishes in the Hudson River? Join Hudson River

NYS Department of Environmental Conservation. She holds a B.A. in

Traditional ways of organizing content in the history of

Park’s River Project as we discover how our urban

Biology and Chemistry from St. John’s University in Queens.

mathematics hold a Eurocentric bias that is common

environment influences the health of living organisms

in the production, dissemination, and evaluation

in our waterways. In session one, teachers will be

of scientific knowledge (Powell & Frankenstein,

introduced to the Hudson River Estuary and its

1997). Much of the focus in a traditional history of

biodiverse ecosystem, meet local wildlife, and examine

mathematics course focuses on Greek beginnings in

trends from the park’s 30-year fish ecology survey

the introduction of “rigorous” mathematics through

data. In session two, teachers will continue exploring

proof. This prevailing Eurocentric, male-centered

the story of fish populations in the Hudson through

 INQUIRY, PRACTICE, AND LEADERSHIP

view of mathematics obscures history and denies

the lens of water quality and pollution. Teachers

communities and cultures that played significant

will discuss the prevalence and impacts of marine

roles in the development of mathematical knowledge

debris and plastics with a rapid-survey exercise and

(Joseph, 1987). This course will focus on mathematics

by observing the relationship between plastics and

+ PLEASE NOTE: TEACHERS ARE EXPECTED TO COMPLETE APPROXIMATELY THREE HOURS OF ASYNCHRONOUS ACTIVITIES IN CONJUNCTION WITH THIS COURSE AND WILL RECEIVE THREE ADDITIONAL CTLE HOURS FOR THE COMPLETION OF THIS WORK.

that was developed from non-European cultures and

the Hudson River food web. Throughout the course,

Feedback is one of the most powerful tools teachers

will present mathematics in a more culturally relevant

teachers will be given access to a variety of online

use to advance student learning. Teacher feedback

manner, as a global endeavor in contrast to the

teaching materials including videos and printable

contributes to the development of student identity

commonly held view that mathematics was a primarily

lessons to take back to their classrooms. This course is

as learners and independent thinkers. In this course,

European discovery. Also, different ways of doing

best suited for science teachers of grades 4-12.

we will explore a research-based, growth approach

mathematics will be celebrated as opposed to a view of school mathematics as the only legitimate way to do

primary focus for Tina and she previously held positions with the Van

Feedback That Grows Student Understanding and Prompts Motivation Facilitator: Rhonda Bondie, Ph.D. MONDAYS, APR 5, APR 19, MAY 10 MONDAYS, APR 12, APR 26, MAY 17 OR ONLINE

to providing feedback that enables us to understand Toland Kister, Environmental Educator at Hudson River Park, leads education programs focusing on the ecology of the Hudson River. He

learning from the student’s perspective. We will discuss

also works to operate the Wetlab as well as the Wetlab’s 3,500 gallon

how to value student thinking and push students

Dr. Christina Eubanks-Turner is an Associate Professor of Mathematics

flow-through aquarium system that holds native Hudson River species.

towards learning beyond the current task while

and Graduate Director of the M.A. in Teaching Mathematics program

Toland strives to incorporate these experiences into engaging hands-on

providing both support and challenge. We will use the

at Loyola Marymount University. Her primary research areas include

programs for students and educators. He has previously worked with the Pennsylvania Department of Conservation and Natural Resources

ladder of feedback as a framework to grow student

mathematics, mathematics education, and broadening participation in mathematics. She has extensive experience working with pre-

and holds a B.A. in Environmental Science and Animal Studies from New

understanding and practice offering feedback on tasks

service and in-service teachers from both small districts and large

York University.

from our own curriculum. Additionally, we will receive

urban districts across the US. She teaches math content courses for

Anna Koskol is an Environmental Educator at Hudson River Park’s

personalized coaching on the feedback we give in a

K-12 pre-service teachers. She has also taught various graduate-

River Project. With over 10 years of experience in early childhood care

virtual classroom with avatar students grappling with

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

and informal education, Anna enjoys leading dynamic environmental

has led several professional development workshops for teachers

their understanding of a STEM article from The New

education programs with NYC students and the general public,

York Times. Teachers will leave this course with the

mathematics.

in collaboration with education faculty and school district leaders.

29

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Mini-Courses

Going Viral: Viruses Across the Biology Curriculum With HHMI Facilitators: Sydney Bergman, Ann Brokaw, and Valerie May

ability to offer feedback that reliably results in greater

WEDNESDAYS, FEB 10, FEB 24

student independence and learning.

ONLINE

Dr. Rhonda Bondie is a lecturer on education in special education for

 SCIENCE

the Harvard Teacher Fellows program, and the Director of Professional

+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE. TEACHERS ARE EXPECTED TO COMPLETE 30-45 MINUTES OF ASYNCHRONOUS WORK BETWEEN THE TWO SESSIONS.

Learning at the 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 for many

Viruses are always around us and always have been,

years developing an expertise in Teaching for Understanding, Making

and until recently, they have been easy to forget.

Thinking Visible, and Multiple Intelligences. She has planned this minicourse with the support of Reach Every Reader.

Join us as we explore free, classroom-ready HHMI BioInteractive resources to help your students

Getting Started With Arduinos Facilitators: MƒA Master Teachers Andrew Wallace and Yenmin Young

understand the biology behind the recent virus headlines. Using best practices in online instruction, we will model how virology can be integrated

TUESDAYS, APR 6, APR 13, APR 20

throughout a biology curriculum (including cell

ONLINE

biology, genetics, and evolution) to enhance student

 COMPUTER SCIENCE AND TECHNOLOGY

understanding of fundamental biological concepts.

+ PLEASE NOTE: TEACHERS ARE ENCOURAGED TO PURCHASE AN ARDUINO STARTER KIT AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM. BUT TEACHERS CAN ALSO USE AN ARDUINO SIMULATOR.

This course is for teachers of all levels of high school

Are you interested in learning to use Arduinos but

Sydney Bergman is a program officer with HHMI BioInteractive. Her

not sure how to get started? Then come learn with

work focuses on outreach and professional learning for high school

us! Arduinos are small, affordable microcontrollers that can be used to enrich a mathematics, science, or

biology. Middle school teachers who teach life science are also welcome to attend.

educators in the United States and Canada. She partners with large school systems and other educational providers to deliver tailored professional development in a variety of settings. Prior to joining HHMI,

Graph Theory Facilitator: Po-Shen Loh, Ph.D. THURSDAYS, MAR 25, APR 8, APR 22 ONLINE  MATHEMATICS

engineering class. We’ll explore the world of physical

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

computing using the simple yet powerful and versatile

Ann Brokaw has more than 25 years of experience in the biology

Networks are everywhere – they can represent

Arduino Uno microcontroller. Over three sessions,

classroom teaching at Rocky River High School, a suburban, public

linkages between computers, people, ideas, and

we will learn how to program the Arduino to control

high school outside Cleveland, Ohio, where she teaches Advanced

more. In mathematics, graphs are a way to formally

actuators (like LEDs and speakers), take measurements from simple sensors (such as photoresistors and force-

Placement Biology, College Credit Plus Biology, and sophomore-level biology. She is passionate about biology and science education, and

represent a network or collection of interconnected

continually seeks ways to improve her classroom practice and content

objects. Graph theory is the study of these graphs

sensitive resistors), and communicate with the user

knowledge. In addition to being a classroom teacher, Ann is also an

and provides innovative methods to understand and

through the computer. Teachers with varying degrees

HHMI BioInteractive Ambassador and enjoys facilitating professional

work with the structures that arise. Examples of graph

of experience using Arduinos are welcome. Previous programming experience is not required and readings for those with no programming experience will be provided before the start of the course.

development workshops for teachers on behalf of HHMI. Valerie May teaches at the Woodstock Academy, an independent school in rural Connecticut that serves students from six small public school districts. Val enjoys working with teachers around the country

theory frequently appear in mathematics, physics, and computer science. In this course, we will focus on useful graph parameters, discuss how they relate to

in professional development workshops as an HHMI BioInteractive

each other, and examine the interplay between notions

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

Ambassador, both in sharing what works in her classroom and learning

(such as diameter, degree, connectivity, and graph

View High School in the Bronx.

from their experiences.

distances) and different types of graphs (such as trees,

Yenmin Young is an MƒA Master Teacher and science teacher at East

complete graphs, and graphs arising from geometric

Side Community School in Manhattan.

or random models). We will also explore real-world

30

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Mini-Courses

navigate current clinical trial results from COVID-19 (SARS-CoV-2) vaccine candidates. Ultimately, the goal is to help teachers interpret results from these new

applications of graph theory including how it applies to the facilitator’s work on education and pandemic control.

Grit and Resiliency Skills to Increase Engagement and Prevent Burnout Facilitator: Jessica Gifford

vaccines, explore numerous classroom resources, and

MONDAYS, FEB 22, MAR 1, MAR 8

discuss ways to incorporate these topics into their

ONLINE

classrooms. Teachers will also gain access to a new

 INQUIRY, PRACTICE, AND LEADERSHIP

Great Diseases COVID-19 curriculum module with

Teachers and students continue to be in a prolonged

lessons ranging from immunology and virology to

period of heightened stress caused by not only the

of the free personalized learning platform expii.com, a social enterprise

health and equity, all developed for remote instruction.

pandemic but also a slew of social and political

supported by his series of online math courses that reinvent the middle

This course is best suited for middle and high school

issues. This chronic stress burden takes a physical and

school math curriculum with a focus on creative thinking. He is also a

life science teachers.

emotional toll that can erode well-being and the ability

Dr. Berri Jacque is an Associate Professor of Medical Education and

to focus and fully engage academically. In this course,

Director of the Center for Translational Science Education at Tufts

we will discuss the factors that contribute to burnout

University. After completing his doctorate in immunology, he completed

and disengagement, and what can be done to address

a postdoctoral fellowship in curriculum design and evaluation. His work

them. We will explore a wide range of evidence-based

Dr. Po-Shen Loh is a social entrepreneur, working across the spectrum of mathematics and education, and now healthcare. He is the founder

math professor at Carnegie Mellon University and the national coach of the USA International Mathematical Olympiad team. Upon the outbreak of COVID-19, he turned his mathematical attention to create NOVID, the world’s first app to introduce the fundamentally different pre-exposure notification paradigm for pandemic control—the equivalent of radar to enable people to directly avoid getting infected.

Great Diseases With Tufts: Vaccines, Epidemics, and Trials for COVID-19 Facilitators: Berri Jacque, Ph.D., Karina Meiri, Ph.D., Valerie Solon, and MƒA Master Teacher Pooja Bhaskar.

focuses on broadening participation in science and understanding approaches that engage high school students and teachers in authentic

strategies to build grit, resilience, and engagement.

biomedical science. His current work is designing and disseminating

This mini-course is highly interactive and experiential.

biomedical and health-science curricula that teaches critical health-

Teachers will practice each strategy and explore which

related concepts with the goal of increasing scientific and health

ones they would like to incorporate into their own lives

literacy.

Dr. Karina Meiri is Professor Emerita in Developmental, Molecular and Chemical Biology at Tufts University School of Medicine and Director

and classrooms. All teachers who want to improve their own resiliency and that of their students are welcome!

WEDNESDAYS, MAR 10, MAR 24, APR 7

Emerita of the Center for Science Education. Throughout her career as a

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

ONLINE

researcher and teacher of Developmental Neurobiology Karina has been

College School for Social Work and spent her early career providing

committed to bringing cutting edge biomedical sciences to pre-college

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

students. In 2009, together with Berri Jacque, she founded the Center

past fifteen years, Jessica has been focused on developing programs

of Science Education and spearheaded the development of the Great

and curricula that build resilience and promote wellbeing. Jessica is

Diseases curriculum. Since her retirement in 2017, she has retained

the founder of ProjectConnect, a program that builds positive peer

an active interest in the Center’s work, most recently by collaborating

connection and community in schools and colleges. She is also the

with Valerie Solon to develop a comprehensive high school curriculum

author of “The Resiliency Skills Training Workbook: 10-minute exercises

As governments and researchers across the world

focused on COVID-19.

to improve your health and happiness.”

scramble to control the pandemic with our new

Valerie Solon is a curriculum developer and research assistant at

COVID-19 (SARS-CoV-2) vaccines, teachers have

the Center for Science Education (CSE) at Tufts University School of

 SCIENCE + PLEASE NOTE: TEACHERS ARE EXPECTED TO COMPLETE APPROXIMATELY FOUR HOURS OF ASYNCHRONOUS ACTIVITIES IN CONJUNCTION WITH THIS COURSE AND WILL RECEIVE FOUR ADDITIONAL CTLE HOURS FOR THE COMPLETION OF THIS WORK.

the unique opportunity to bring valuable, real-world

Medicine. After obtaining her Master of Arts in Teaching, she taught high school biology, chemistry, mathematics, and reading/writing

connections to make the immune system and vaccines

at the Boston Arts Academy in Boston, Massachusetts. It was during

come alive for their students. In this mini-course,

this time that she developed a relationship with the CSE as a teacher

teachers will learn what makes a good vaccine, how

partner. Valerie joined the CSE part-time in 2019 to pursue her interests

vaccines and the immune response work, and which immunizations are recommended in the United States and why. This course will consist of three virtual

in developing engaging STEM curricula to foster student interest, confidence, and literacy in STEM. Pooja Bhaskar is an MƒA Master Teacher and science teacher at International High School for Health Sciences in Queens.

Having Fun With Fungi: Growth and Experimentation With Wild Yeast Facilitator: Jeanne Garbarino, Ph.D. THURSDAYS, MAR 25, APR 8, APR 22 ONLINE  SCIENCE

Multicellular life forms — such as plants and animals — have existed in symbiotic relationships with microbes

sessions blended with one self-paced online module.

throughout the course of evolution. While humans

In the online module, teachers will build a foundation

may not have always appreciated the scientific nature

of introductory immunology. In the virtual sessions,

of this symbiosis, they have exploited microbial

teachers will use this foundational knowledge to

community dynamics for thousands of years through

31

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Mini-Courses the fermentation, and thus preservation, of food. In this course, we will safely culture wild yeast that live in symbiosis with plants and flowers found outside our homes or from familiar food products easily obtained from the supermarket. From there, we will discuss ways students can conduct more traditional experiments such as growth assays with our homegrown yeast.

Dr. Jeanne Garbarino is the Director of RockEDU Science Outreach at The Rockefeller University, where she works to promote and support science outreach within the scientific community, open channels for community members to develop an appreciation for science as a human endeavor, and to provide equitable access to scientific resources and opportunities that genuinely reflect the process of science. Jeanne is formally trained as a lipid biochemist, earning her Ph.D. in metabolic biology from Columbia University, then conducting postdoctoral studies on cholesterol transport at Rockefeller.

Human-Centered Problem-Solving in a Virtual World Facilitator: Heidi Brant TUESDAYS, APR 27, MAY 4, MAY 11 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

brainstorm concepts for prototyping. In our final session, we will create simple prototypes to address the problems (and opportunities) we identified at the start of our process. Finally, we’ll present these concepts to

How might we map a design thinking mindset onto

the group and gather valuable feedback. This course

our new world of blended learning and remote

is open to all whether you are live-streaming, teaching

collaboration? In this course, we will use interactive

asynchronously, or teaching with a blended approach.

ideation tools, such as Miro and Jamboard, to prototype ways of applying the design thinking method

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

A Hungarian Approach: Teaching Mathematics Through Guided Discovery Facilitator: Márta Barbarics TUESDAY, FEB 16 THURSDAY, FEB 18 ONLINE  MATHEMATICS + PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE THAT TAKES PLACE DURING MIDWINTER RECESS IN THE AFTERNOON.

Facilitation of the LEGO Serious Play method and materials. For over 10

in our blended and remote classrooms. We will learn

”When will I use this in real life?” This is a question

years, Heidi worked for the LEGO Group as a creative digital producer

by practicing the human-centered approach of

and experience design strategist, developing innovative and engaging

that sooner or later all mathematics teachers get as

content for children and their families. Heidi is a graduate of NYU’s

students don’t see the point of memorizing formulas

Interactive Telecommunications Program where her coursework

and solving unrelated problems with them. According

focused on storytelling and interactive installations. In addition,

and experience a hands-on empathy-building activity.

to prominent Hungarian mathematics educators (such

she received a B.A. in Psychology, Magna Cum Laude, from Brown

From there, we’ll create journey maps and share

University. She is the co-founder of Human Things, an innovation design

as George Pólya, Zoltán Dienes, Tamás Varga, Lajos

research findings through peer-to-peer interviews.

practice, and currently teaches courses in Design Research at NYU.

design thinking. In our first session, we’ll start with an introduction to the basic principles of design thinking

Looking at “pain points” on the journey maps, we’ll define a problem space that will shape the rest of our design process. In the next session, with our problem space in mind, we’ll practice an ideation activity to develop potential solutions and experience different 32

Pósa), problem-solving skills and mathematical thinking are crucial in everybody’s life. The joy of thinking and figuring out solutions for ourselves, the opportunity to approach problems from different points of view, and the freedom to experiment and make mistakes are ways to develop these skills. Learning mathematics can

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Mini-Courses be enjoyable and understandable. During this course, we will take full advantage of the newly realized crosscontinental collaboration possibilities by exploring the work of these Hungarian mathematics educators and trying out their activities to see how we can apply their principles in our daily teaching practice. We will

this mini-course, you will be too! Teachers will learn

within our classrooms and communities. We welcome

what a HyperDoc is, how to create them, and where

past attendees and new teachers to this reflective

to find examples. Teachers will also walk away with

community as we reframe positions shaped by

resources to begin using HyperDocs as a regular part

“common sense” assumptions.

of both their synchronous and asynchronous teaching

Dr. Jasmine Y. Ma is Associate Professor of Mathematics Education at

practice.

NYU Steinhardt. Her research considers how young people engage

Cassie Horton is a National Board Certified teacher working as a reading specialist in the Wappingers Central School District. She has a M.S. in Educational Technology from The College of Saint Rose and spent several years working as an instructional coach before returning to

look at examples from elementary to high school

the classroom. In addition to her classroom responsibilities, she is a

mathematics classrooms, so all mathematics teachers

professional development specialist and project manager for The Mid-

are encouraged to join.

of implementing the Pósa Method, a form of guided discovery in teaching mathematics, in a public school setting. She is also a Ph.D. student at the Language Pedagogy Doctoral Programme of Eötvös Loránd University where she conducts research on alternative forms of assessment, such as assessment based on gamification. She is the instructor of “Gamification and Playfulness in Teaching Mathematics” and “Directed Research: Discovery Learning in Secondary Schools” classes in Budapest Semesters in Mathematics Education.

mathematics instruction, as well as the assumption that modern academic mathematics is the only mathematics of value, actively and systematically marginalizes particular populations of learners.

Daniela Della Volpe is a doctoral student in the Department of Teaching and Learning at NYU Steinhardt and a former high school mathematics teacher in Italy.

Interrogating “Common Sense” in Mathematics Education: Toward Anti-Racist Action p Facilitators: Jasmine Y. Ma, Ph.D., Daniela Della Volpe, Arundhati Velamur, and MƒA Master Teachers TUESDAYS, MAY 25, JUN 1, JUN 8

Arundhati Velamur is a doctoral student in the Department of Teaching and Learning at NYU Steinhardt. Arundhati is also a former MƒA Early Career Teacher.

Sarah Ahmed and Pearl Ohm are MƒA Master Teachers and mathematics teachers at Essex Street Academy in Manhattan.

ONLINE  MATHEMATICS

are experiencing an exponentially worsening global pandemic, a fraught presidential election complicated

TUESDAYS, APR 6, APR 13, APR 20

by fascist narratives constructed to circumvent the

ONLINE

democratic process, and widespread racist violence.

 INQUIRY, PRACTICE, AND LEADERSHIP

In this context, we will come together again, as a

A HyperDoc is a pedagogical tool created by the

collective, to question and reimagine a different

HyperDoc Girls: Lisa Highfill, Kelly Hilton, and Sarah

world for mathematics education. We recognize

Landis — all educators and instructional coaches.

that mathematics education has continued to play a

HyperDocs are teacher-designed digital lesson

significant role in perpetuating white supremacy in

plans that provide access for students to all content

schooling practices, rooted in assimilationist labor,

and learning in one organized digital space. These

military-industrial, and capitalist agendas. We will

interactive Google Docs support student-centered

continue some of the work initiated in the first part

learning, critical thinking, and visible learning. In this

of this mini-course, Interrogating ‘Common Sense’ in

new era of remote and hybrid learning, the HyperDoc

Mathematics Education: Toward Anti-Racist Lenses.

has become a tool that helps teachers personalize

In this course, we will 1) Revisit the “interrogating

learning and promote student agency. By embedding

skills” of Part I, posing and reframing new problems;

multimedia content within a text set, students are

2) Delve deeper into the sociopolitical history that has

given opportunities to choose their path of learning

shaped the practices and problems of contemporary

and share their thinking all within this one document.

mathematics education; and 3) Use our learnings to

Teachers who use HyperDocs are hooked, and after

generate potential solutions and new possibilities

33

As a part of this work, she investigates how dominant forms of

learning opportunities for colleagues across the region.

In this tumultuous school year teachers and students

HyperDoc Hysteria: Engaging Digital Learners Facilitator: Cassie Horton

designs for supporting their learning in the mathematics classroom.

Hudson Teacher Center and is instrumental in providing high-quality

Márta Barbarics teaches mathematics at Petrik Lajos bilingual high school in Budapest, Hungary, where she investigates the effectiveness

in everyday activity across settings, and the ways this can inform

Introduction to 3D CAD Modeling Facilitators: MƒA Master Teachers Joseph Buro, Everton Henriques, Jared Jax, and Sandra Rossi WEDNESDAYS, APR 14, APR 28, MAY 12 ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

3D Modeling and Computer-Aided Design (CAD) is easily accessible to students and teachers at any level.

This mini-course will introduce you to 3D modeling and CAD, as well as how to use them in class and with students. We will investigate various opportunities for using 3D printed models including prototyping, demonstrations, student work, and display. Utilizing free CAD modeling software, we’ll learn common 3D modeling techniques for designing both creative and technical objects. In addition to the projectbased learning experiences, we’ll explore real-world CAD applications in biomedical engineering, green architecture, scientific modeling, and more. The CAD programs we will use are also compatible with 3D printers, CNC machines, and laser engravers. We’ll also discuss how to do this work remotely with students on various devices. All teachers are welcome to join!

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Mini-Courses

There are no prerequisites other than curiosity, openmindedness, and basic arithmetic skills.

Dr. Eugenia Cheng is Scientist-in-Residence at the School of the

Joseph Buro is an MƒA Master Teacher and computer science teacher at Staten Island Technical High School in Staten Island.

Art Institute of Chicago. She won tenure in Pure Mathematics at the

Introduction to Virtual Robotics Facilitators: MƒA Master Teachers Jay Jammula and Jay Lang, and MƒA Early Career Teacher Gabriela Aldave Jordan

University of Sheffield, UK, and has a Ph.D. in Pure Mathematics from

MONDAYS, MAY 10, MAY 17, MAY 24, JUN 7

the University of Cambridge. In addition to teaching undergraduates,

ONLINE

Everton Henriques and Jared Jax are MƒA Master Teachers and science

she has assisted with mathematics in elementary, middle, and high

 COMPUTER SCIENCE AND TECHNOLOGY

teachers at Staten Island Technical High School in Staten Island.

schools for over 20 years. She is the author of popular mathematics

Sandra Rossi is an MƒA Master Teacher and mathematics teacher at

books, How to Bake Pi, Beyond Infinity, The Art of Logic and x+y: A

+ PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE. THE VIRTUAL PLATFORMS USED WORK BEST WITH WINDOWS.

Bayside High School in Queens.

mathematician’s manifesto for re-thinking gender. Eugenia is also a columnist for the Wall Street Journal and a concert pianist.

Robotics can inspire students to be the problemsolving heroes of tomorrow and is a fun and exciting

Introduction to Category Theory Facilitator: Eugenia Cheng, Ph.D. WEDNESDAYS, APR 7, APR 21, MAY 5 ONLINE  MATHEMATICS

Introduction to Coding With p5.js Facilitators: Michael Zitolo and MƒA Master Teacher Matthew Carlberg MONDAYS, FEB 22, MAR 1, MAR 8, MAR 15 ONLINE

way to immerse students in engineering. In this course, teachers will use collaboration and critical thinking to explore coding and robotics to program, build, and manipulate their own virtual robots. Teachers will also explore how sensors work, learn how to install them,

Category theory is one of the major new fields of

 COMPUTER SCIENCE AND TECHNOLOGY

and gain tools for troubleshooting through meaningful

mathematics to arise in the 21st century. In just the last

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

learning challenges. This course is designed for

60 years, it has become indispensable to large swathes of pure mathematics, as well as parts of theoretical physics, computer science, philosophy, and even linguistics. It can be thought of as the “mathematics of mathematics”: it is a way of thinking about mathematics in the same way that mathematics is a way of thinking about the world. This is not so much in the sense of solving specific problems, but rather in shedding light on mathematical structures and providing a language for making connections between different topics. This mini-course will introduce basic category theory with an emphasis on ideology and motivation, to show that the ideas of category theory are relevant to all of mathematical thinking. Category theory is usually taught at a graduate level, with examples drawn from advanced mathematics. While we will explore some of these examples, we will also explore more accessible problems that could be taken into secondary school classrooms. In contrast to the

p5.js is a powerful JavaScript library that is easy to learn, versatile, and free to use. With it, one can create visual art, games, simulations, interactive quizzes, and much more. In this mini-course, we will learn the basics of coding with p5.js as we develop simple but purposeful programs. First, we’ll explore how to make a piece of visual art or PSA using shapes, colors, images, and text. Then we’ll move onto making simulations and games that involve motion and interactivity

teachers who have no experience in programming or some experience with block programming, but anyone interested in developing a robotics course is welcome.

Jay Jammula is an MƒA Master Teacher and science teacher with the NYC Department of Education’s Home Instruction program.

Jay Lang is an MƒA Master Teacher and mathematics teacher at Curtis High School in Staten Island.

Gabriela Aldave Jordan is an MƒA Early Career Teacher and science teacher at Aviation Career & Technical Education High School in Queens.

using our mouse and keyboard. Lastly, we’ll see how we can utilize basic HTML to give us more control over the appearance of our creations, and we’ll also learn to incorporate simple DOM elements (buttons,

A Journey Through High School Statistics Facilitators: MƒA Master Teachers Melanie Battles and Melanie Pflaum

sliders, and text fields) as additional options for user

WEDNESDAYS, MAR 10, MAR 17, MAR 24

interactions. This course is open to teachers of all

ONLINE

content areas and no prior programming experience is required.

Michael Zitolo is a former MƒA Master Teacher who has taught a variety of high school physics and engineering courses in NYC for

 MATHEMATICS

Are you teaching Statistics for the first time? Are you anticipating the Statistics unit in Algebra I or Algebra

idea that abstract mathematics is removed from real

thirteen years. He is currently enrolled in the Electrical and Computer

II and want to improve your materials? In this mini-

life, we will use category theory thinking to address

Engineering master’s program at SUNY Albany and works part-time for

course, we will make Statistics exciting and applicable

topics of social justice and politics in a way that can be

Bard High School Early College Manhattan.

for your students while providing a refresher on

deeply motivating — especially to students who often

Matthew Carlberg is an MƒA Master Teacher and computer science

the content in general. With an emphasis on the

feel excluded from standard mathematics education.

teacher at Bard High School Early College Queens in Queens.

importance of statistical literacy and reasoning,

34

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Mini-Courses we plan to deepen our understanding within four themes: probability, normal models, regression, and

Mathematics for Human Flourishing: Building Virtues, Not Just Skillsp Facilitator: Francis Su, Ph.D.

(CL) but don’t know where to start? Do you want to harness the power of the Desmos platform during remote learning without checking every student slide

TUESDAYS, MAY 4, MAY 11, MAY 18

every day? If so, this workshop is for you! The CL lets

ONLINE

you connect different mathematical representations to

 MATHEMATICS

change what students see later based on their earlier

teachers are welcome to dive into activities to enhance

Mathematics is often thought of as a set of skills to

work, as well as collect data from an entire class. We

curriculum, sharpen content knowledge, and discover

master. While important, what often gets lost in the

will practice creating Desmos activities to give verbal,

the beauty of statistics through various activities,

drive to master skills are the parts of mathematics that

visual, and symbolic feedback based on graphs, tables,

applets, and simulations, all of which you can take back

make it enjoyable and appeal to the deepest human

and numerical answers in real-time.

to your classroom.

longings we have. Moreover, when an employer hires

Phylicia Hoyt and Kate Litman are MƒA Master Teachers and

a mathematics major, it’s usually not because they

mathematics teachers at Quest to Learn in Manhattan.

inference. All Algebra and Statistics (especially non-AP)

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

Melanie Pflaum is an MƒA Master Teacher and mathematics teacher at

want someone who can compute speedily or factor a polynomial expression. What they want are people

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

with certain virtues: curiosity, persistence, imagination,

Manhattan.

ability to change perspectives, and competence to solve problems they’ve never seen before. In this

A KenKen Meditation and Exploration Facilitators: MƒA Master Teachers Aaron Kaswell and Michael Paoli

Modular Origami: Mathematics Through Paper Folding Facilitators: MƒA Master Teachers Grace Chang and Kevin Peters

course, we’ll talk about practical ways to reorient your

WEDNESDAYS, MAY 19, MAY 26, JUN 2

courses to tap into deep human desires of beauty,

ONLINE

truth, exploration, and play. We’ll discuss ways to

 MATHEMATICS

TUESDAYS, MAY 18, MAY 25, JUN 8

encourage the development of mathematical virtues

ONLINE

and how to assess them. Broadening the purposes of

+ PLEASE NOTE: TEACHERS ARE ENCOURAGED TO PURCHASE ORIGAMI PAPER FOR THIS COURSE AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.

mathematics in this way—towards human flourishing—

Have you ever made a mathematical object out

allows more equitable opportunities to excite a larger

of paper? In this course, teachers will learn to fold

number of students.

modular origami to create geometric models. Modular

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

origami is made of pieces folded from paper that are

at Harvey Mudd College and a former president of the Mathematical

then assembled to form 3D figures. In the first session,

 MATHEMATICS

KenKen is an amazing mathematics and logic puzzle that was developed twenty years ago by renowned Japanese teacher and puzzle-master, Tetsuya Miyamoto. It is now published daily in The New York Times next to the crossword puzzle. KenKen is a fun

Association of America. In 2013, he received the Haimo Award, a nationwide teaching prize for college mathematics faculty, and in 2018

we will begin by folding a simple cube made of six

way to learn arithmetic and logic skills as well as core

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

paper units. In the second and third sessions, we will

habits of mind such as resilience, persistence, and

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

fold various platonic and archimedean solids. As we

curiosity. We will incorporate long stretches of quiet

Mathematics for Human Flourishing (2020) is an inclusive vision of what

fold, we will discuss how the paper units correspond to

for solving puzzle sets hand-made by the creator, Miyamoto Sensei. We will also explore the mathematics behind the puzzles, discuss effective pedagogy, and finally, create some KenKens of our own.

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

Michael Paoli is an MƒA Master Teacher and mathematics teacher at Ella Baker School in Manhattan.

35

mathematics is, who it’s for, and why anyone should learn it.

the edges and faces of the finished figures. We will also examine how key lengths and angles are established

Maximize Real-Time Feedback Using the Desmos Activity Builder Computation Layer Facilitators: MƒA Master Teacher Phylicia Hoyt and Kate Litman THURSDAYS, FEB 11, FEB 25, MAR 11 ONLINE  MATHEMATICS

in the folding process which allows the units to fit together. By the end, teachers will be able to fold more complex structures. Throughout the course, we will discuss best practices and supports for folding origami with students, and review resources for understanding origami diagrams and instructions. If there is interest, we will also discuss the potential for starting an origami

Have you dabbled with the Activity Builder in Desmos?

class or club at your school. Both beginners and

Are you tempted to explore the Computation Layer

experienced folders are welcome!

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Mini-Courses Grace Chang is an MƒA Master Teacher and mathematics teacher at Neighborhood School in Manhattan.

Numbers: Rational and Irrational Facilitators: MƒA Master Teachers Aziz Jumash and Michael Wijaya

student collaboration, games, surveys, drawing tools, EdPuzzle-like videos, customized quizzes, and so much more! Teachers will also learn to integrate this

MONDAYS, MAY 10, MAY 17, MAY 24

platform with tools like Flipgrid, CK12, Quizlet live,

ONLINE

Flubaroo, Fivver, and Mote, which can engage students

 MATHEMATICS

of all levels through exciting, hands-on learning

47 The American Sign Language and English Secondary School in

How do you determine if a real number, such as √2, is

experiences while keeping a real-time pulse on student

Manhattan.

rational or irrational? Why is 22/7 an excellent rational

progress. These platforms will enhance both in-person

approximation of π? How can we create more great

and remote instruction and revolutionize the student

approximations? In this course, we’ll examine the

learning experience. The facilitator is a licensed

structure of real numbers and their classification as

Nearpod PioNear.

rational or irrational, algebraic or transcendental.

Leah Goldstein is an MƒA Early Career Teacher and science teacher at

MONDAYS, APR 19, APR 26, MAY 3

We will use various concepts from the theory of

New Visions Charter High School for Advanced Math and Science II in

ONLINE

polynomials, trigonometry, and other Algebra II and

Kevin Peters is an MƒA Master Teacher and mathematics teacher at

Multivariable Calculus: Calculus Beyond the AP Exams Facilitator: MƒA Master Teacher Thomas Blozy

Brooklyn.

 MATHEMATICS

pre-calculus curriculum to examine our conclusions.

Advanced Placement Calculus is the final mathematics

We will also discuss reasons why mathematicians are

class for many high school students, but what

interested in the finer classifications of real numbers

mathematics are we preparing them for in college?

and will reference concrete applications such as

Multivariable Calculus is usually the third course in the

the impossibility of trisecting an angle using only a

Calculus sequence, Calculus III, and a requirement of

straightedge and compass. The course is open to

many STEM majors in college. This mini-course will

all mathematics teachers interested in delving into

explore three main concepts in Multivariable Calculus:

number classification. No prerequisite knowledge is

limits and continuity, derivatives, and integrals. Starting

required.

with the important basic definitions from AB Calculus

Aziz Jumash is an MƒA Master Teacher and mathematics teacher at

(Calculus I), we will extend these from single variable

Stuyvesant High School in Manhattan.

What mysteries can the light around us reveal?

functions to multivariable functions. Teachers will

Michael Wijaya is an MƒA Master Teacher and mathematics teacher at

Whether in a classroom or from the sky, light has a

work in groups developing concepts, applying the

Bard High School Early College Queens in Queens.

story to tell and spectral analysis offers a powerful

course is designed for teachers who are currently teaching Calculus and would also benefit mathematics and science teachers interested in strengthening their calculus knowledge beyond AP Calculus.

Thomas Blozy is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.

MONDAYS, MAY 3, MAY 17 ONLINE  SCIENCE + PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE. WINDOWS IS REQUIRED FOR SOME OF THE VIRTUAL TOOLS WE WILL UTILIZE.

opportunity to engage with that story. In this course,

concepts, and problem-solving. Virtual calculus tools will be used throughout to aid in this exploration. This

Oooh the Colors! Unlocking Light’s Secrets Virtually Facilitators: MƒA Master Teachers David Deutsch and Alia Jackson

On Zoom and in the Room: Engaging and Assessing Students Online With Nearpod Facilitator: MƒA Early Career Teacher Leah Goldstein MONDAYS, FEB 22, MAR 8, MAR 22 ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

we will encounter phenomena of interest in the chemistry, physics, and Earth Science classroom or anywhere that curiosity strikes. In session one, we will engage with the wave behaviors that form the foundation of spectroscopy by gathering white light and emission spectra data through videos and the Rspec Explorer tool. In session two, we will analyze

How can we ensure optimal student engagement

stellar absorption spectra, describe how cameras blend

and participation in your classroom — even during

red, green, and blue images to produce color images,

remote learning? This course will show teachers how

and learn how to use image processing software on

to maximize the powerful capabilities of Nearpod, a

remote telescope images ordered in session one. This

popular and rapidly expanding online learning platform

course is best suited for physics and physical science

for designing, planning, and executing multimedia

teachers but anyone interested in learning more about

presentations in the classroom. Teachers will see how

light is welcome to attend.

they can incorporate virtual field trips, simulations, 36

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Mini-Courses David Deutsch is an MƒA Master Teacher and science teacher at Manhattan Center for Science and Mathematics in Manhattan.

Alia Jackson is an MƒA Master Teacher and science teacher at Curtis High School in Staten Island.

Population Biology by Birding the Concrete Jungle Facilitator: MƒA Master Teacher Jordan Wolf

Psychosocial Capacity Building With a Racial Justice Lens p Facilitators: Annemarie Gockel, Ph.D., Peggy O’Neil, Ph.D., and Lujuana Milton

facing trauma post-9/11, Dr. O’Neill has worked on co-developing, implementing, and evaluating resiliency-based, culturally and linguistically attuned psychoeducational groups and has 25 years of clinical and administrative social work practice in health/mental health care. Dr. O’Neill received her bachelor’s degree in special education

WEDNESDAYS, APR 14, APR 21, APR 28, MAY 5, MAY 12

from Boston College, her master’s degree from the Columbia University

ONLINE

School of Social Work, and her Ph.D. in clinical social work from New

 INQUIRY, PRACTICE, AND LEADERSHIP

York University.

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

Lujuana Milton graduated with a B.A. and M.S.W. degree from Boston

The interacting pandemics of COVID-19 and structural racism, deepening economic distress, and worsening

College. She has over 12 years of clinical experience in the field and has worked in several settings addressing issues of anxiety, depression, substance abuse, and trauma. Currently. Lujuana owns and practices

environmental crises are having an extraordinary

at South Shore Child and Family Counseling, LLC in Braintree, MA. She

MONDAYS, APR 26, MAY 10, MAY 24

impact on New York City students. In this course,

also provides professional consultations and speaks regarding issues

ONLINE

teachers will explore these ramifications and learn

 SCIENCE

Are you looking for real data sets your students can explore? Are you interested in students gaining first-hand experience within a functional, thriving ecosystem regardless of them being in-person or remote? Then look no further than out of your window! Birds are all around us, even in this highly developed city - and with surprising diversity. If you can tell a pigeon from a starling, you’re halfway to being able to do species counts and population studies of the feathered organisms all around you. In session one, we will conduct activities that teach students and teachers alike how to be better bird identifiers. In session two, we will be citizen scientists and practice using the tools of observation and identification (eBird and iNaturalist) in preparation to go outside and collect real bird and environmental data. In session three, we will use citizen science data as professional scientists do to better understand what is happening in the avian world. Throughout the course, we will use our work to create a database of topics and resources to bring back to our classrooms.

Jordan Wolf is an MƒA Master Teacher and science teacher at Flushing International High School in Queens.

tools and techniques to support students in their

and working with children, adolescents, and families on issues such as substance abuse, anxiety, depression, and self-harm.

classroom and school communities. Psychosocial capacity building (PCB) is a framework that focuses on the intersection of students’ social and psychological worlds using a racial justice lens. Teachers will identify and learn to address the differential impact of COVID-19 and structural oppression on students,

Remote Teaching: Planning for Presence and Curricular Decisions Facilitators: Robin Hummel and Laura Zadoff MONDAYS, MAR 1, MAR 15 ONLINE

explore students’ psychosocial reactions to these dual

 INQUIRY, PRACTICE, AND LEADERSHIP

pandemics, discover how to use a PCB framework in

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

their schools, and draw upon international evidencebased practices utilized in disaster relief that can be adapted to students in schools. Teachers will also explore best practices for risk assessment, safety planning, and trauma-informed interventions. In the final session, we will address the importance of teacher self-care through mindfulness and how to share selfcare strategies with students. Throughout, there will be an emphasis on resilience and cultural responsiveness.

This course is open to all teachers of any grade level.

Dr. Annemarie Gockel, M.S.W., Ph.D., LICSW, SEP, is an Associate Professor of Social Work at Smith College School for Social Work. She

In a sense, teaching remotely has teleported many teachers back in time to their first years of teaching — learning as they go, taking risks, failing forward. This challenging instructional time begs the question: how might we do this better? This mini-course will support teachers in developing their online practice. We will explore essential methods and strategies from experts in the field and think about ways of shifting a strong on-ground practice to an online one that continues to sustain learning and engagement for all students.

Maintaining a focus on how to support equity in

researches mindfulness in clinical education and community-based

online teaching and learning, this course will address

intervention and integrates mindfulness into her teaching and clinical

the challenges that teachers face when seeking

practice. Gockel has had an ongoing personal practice of mindfulness

opportunities to make their online experiences richer,

for more than ten years. She trained in MBSR at the University of

both for themselves and their students.

Massachusetts Center for Mindfulness. She teaches mindfulness at Smith and local community health and social service organizations.

Dr. Peggy O’Neill joined the faculty of Smith College School for Social Work in 2012. Dr. O’Neill has taught across the clinical, Human Behavior & Social Environment and social enterprise administration methods.

With several years of experience working with diverse communities

37

related to owning an individual or group practice, cultural diversity,

Robin E. Hummel, Ed.D., is Co-Director of Online Teaching and Learning at Bank Street Graduate School of Education where she supports faculty in the development of progressive pedagogy online. Dr. Hummel is also the Director of the Leadership in Mathematics Education program. As Bank Street faculty, she serves as an advisor to graduate students and teaches mathematics, mathematics pedagogy, and action research.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Mini-Courses

Marissa Maggio and Mimi Prabhu are MƒA Master Teachers and science

begins when fractions are first introduced. More

teachers at Stuyvesant High School in Manhattan.

specifically, when instruction focuses on teaching procedures for computing fractions without first

Laura Zadoff, Ed.M., is Co-Director of Online Teaching and Learning at Bank Street Graduate School of Education where she supports faculty

The Science of (Remote) Learning Facilitator: Ido Davidesco, Ph.D.

focusing on the concepts of partitioning (slices) and iterating (copies), it is difficult for students to build a

in teaching with technology and designing online courses. She also

THURSDAYS, FEB 11, FEB 25, MAR 11

strong conceptual understanding of fractions. In this

supports the design and development of new online programs.

ONLINE

course, teachers will re-imagine fraction instruction

 SCIENCE

by first exploring the different meanings for fractions,

The transition to remote instruction raises a variety

various models for fractions, and the fraction

of instructional challenges, while also offering new

concepts of partitioning and iterating. Next, we will

learning opportunities. In this mini-course, we will

build fraction models using virtual manipulatives to

explore how psychology and neuroscience research

examine how the addition and subtraction of fractions

can inform the way we teach in virtual, face-to-face,

lead to standard algorithms. Finally, we will focus on

and hybrid classrooms. We will begin by examining the

models and algorithms for multiplication and division

Who is most susceptible to opioid addiction and

cognitive aspects of learning, such as how attention

of fractions. Throughout the sessions, we will discuss

why? In this course, we will answer this question as

span can fluctuate and how active memory retrieval

common misconceptions, unpack teaching strategies

we explore the BioRad unit, the “Science of Opioid

supports student learning. We will then focus on

that can create and reinforce these misconceptions,

Dependency.” We will examine opioids and addiction

the emotional aspects of learning and discuss how

and strengthen strategies that support students’

through a scientific lens and a specific case study,

to address the negative consequences of stress

productive understandings. This course is best suited

concluding with a brief history and discussion of

and social isolation on student learning. We will

for elementary teachers, but all mathematics teachers

societal impacts. We will begin by experiencing the

conclude by exploring the social aspects of learning.

can learn something new.

science activities through the lens of our students and

Specifically, we will examine what the research says

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

reflect on how we can effectively apply these tasks

about collaborative learning and brainstorm ways to

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

to our own unique classrooms. We will also share

facilitate effective group work in virtual and face-to-

videos and photos to support teachers in leading this

face environments. This course is open to any teacher

lab remotely. In small groups, teachers will review

interested in the science of learning.

background information and case studies, learn how to

Dr. Ido Davidesco is an Assistant Professor of Learning Sciences at

perform gel electrophoresis, and collect and analyze

the University of Connecticut. He studies how students learn science

data. More specifically, they will analyze gels, calculate

in classrooms using portable Electroencephalography (EEG) and

fragment size, identify genotypes, and complete a

eye-tracking technologies. Additionally, he develops and evaluates

Science and the Opioid Epidemic Facilitators: MƒA Master Teachers Marissa Maggio and Mimi Prabhu WEDNESDAYS, MAR 3, MAR 10, MAR 17 ONLINE  SCIENCE

Chi-Squared analysis. We will conclude by connecting and comparing the cell surface receptors involved in

use of EdTech apps such as Perusall for group reading and annotation, Peardeck for formative assessment,

for teachers to enhance classroom-based research experiences for students.

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

Google Forms for reporting group lab results, and

TUESDAYS, MAR 16, MAR 23, APR 6

Jamboard for case study analysis. This course will be

ONLINE

most beneficial to high school biology and chemistry teachers, as well as those teaching psychology, statistics, ethics, or neuroscience.

38

empowering all students for success in mathematics by purposefully promoting collaborative relationships among mathematics teachers and researchers. She teaches undergraduate teacher preparation courses in early childhood education and middle school mathematics education and graduate courses in critical issues and national trends in STEM education. She also provides professional development in mathematics to Pre-K-8 classroom teachers at the local, state, and national levels.

science curricula, educational software, and professional development

addiction with those found on the novel coronavirus.

Throughout the course, we will model the effective

Her research, teaching, and service interconnect and support

 MATHEMATICS

Storytelling in the STEM Classroom Facilitators: Gastor Almonte, Christine Gentry, Ph.D., and Nisse Greenberg WEDNESDAYS, FEB 24, MAR 3, MAR 10 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

As classroom teachers, we often walk a fine line attempting to understand how much of our full selves to bring into the classroom. What is the importance of

Have you ever wondered why students have such a

telling our personal stories to our students? What can

hard time learning fractions? Often, the confusion

we gain from showing our humanity as mathematics

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Mini-Courses and science teachers? How do we explore the stories of our own life to more fully understand our role as educators? How can we learn to listen to our students’ stories better to understand their identities in our classrooms? In this mini-course, we will explore these questions and more as we learn to become both story listeners and storytellers. We will practice finding and developing a story of our own while also analyzing the science behind what makes stories effective forms of

meaning through science. In this mini-course, we will

planning time); and we’ll discuss the pitfalls we need

use the framework described by Kind and Osborne

to avoid when leading teacher teams. This mini-course

in Styles of Scientific Reasoning: A Cultural Rationale

is designed for teacher leaders who have the time and

for Science Education? to reflect on the standard high

energy (and support of their administration) to help

school chemistry curriculum. Together, we will explore

develop new routines to improve instruction in their

common examples in historic and modern chemistry

schools.

that demonstrate each of their six styles of scientific

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

reasoning and reflect on ways of highlighting each

Leader Fellowship. Alan is currently a superintendent for NYC high

style for our students. By naming and differentiating

schools in the Consortium, previously serving as the Principal of City-

these styles, teachers will be able to help their students value multiple ways of knowing and self-identify with

As-School High School for many years. In his free time, he is pursuing his doctorate in Adult Learning and Leadership at Teachers College, Columbia University.

one or more of these modes of scientific reasoning.

communicating both ourselves and our science.

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

Gastor Almonte is a stand-up comedian and storyteller from Brooklyn,

for high school students and teachers that emphasize the process of

NY. He’s appeared on Comedy Central’s This Is Not Happening, Risk!

science in accessible and equitable ways. Her work brings together her

the podcast, and The Story Collider podcast. Timeout magazine named

Ph.D. in biochemistry with her previous experience teaching chemistry,

TUESDAYS, FEB 9, FEB 23, MAR 2

him one of your “”New Comedy Obsessions.”” He’s been featured on the

biology, and physical science.

ONLINE

at the Rockefeller University, where she creates educational materials

New York Comedy Festival, The People’s Improv Theater’s SoloCom and

 INQUIRY, PRACTICE, AND LEADERSHIP

Cinderblock Comedy Festival. His best-selling album, Immigrant Made, was released in March 2019.

Dr. Christine Gentry joins BBQ on the list of good things to come out of Texas. She holds a Ph.D. in English Education from Columbia University

Teaching as a Human Endeavor: A Space to ReEnergize and Redesign Facilitator: Kara Imm, Ph.D.

Teacher Leadership: Building Learning Communities to Improve Instruction Facilitator: Alan Cheng

This is not a typical course because these continue to be atypical times. Developed in April 2020, and now in its third iteration, this course provides an inclusive

and currently serves as a Visiting Assistant Professor, Residency Director,

THURSDAYS, FEB 11, FEB 25, MAR 11, MAR 25

and English Content Mentor for the NYU Teacher Residency. In what

space to make sense of our experiences as teachers

ONLINE

and humans with the MƒA community, connect

little spare time she has, Christine likes to write short stories, perform in oral storytelling shows, and produce/host shows around the country for The Story Collider. Her writing has been published in English Journal, The English Record, and Printer’s Devil Review magazines, and her oral

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

to others’ experiences (including other historical moments in NYC teaching history), and begin to frame

Teacher leaders hold essential roles in our schools.

what is happening to teaching, learning, knowing, and

They are responsible for supporting the learning of

existing. Nearly all of our experiences in this mini-

teaching communities and ensuring equity and access

course (including those drawn from fields outside

for all students. In this mini-course, teacher leaders will

of STEM) can also be used to build relationships and

a long time mathematics and storytelling educator. Nisse has taught

collaborate to deepen their knowledge of processes

community with students. Each session is framed by a

everything from robotics to clowning and spends most of his time

and protocols for building learning communities in

focused question, includes some choice and a shared

thinking of ways to integrate the teaching of science into the art of

their schools — in spite of the challenges of remote

artifact, and concludes with a creative closing moment.

and hybrid instruction. Together, we will consider

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

how to change the way we talk about our teaching

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

with colleagues so we can give and receive honest

school math teacher, staff developer, leadership coach, and teacher

stories have been featured on the TEDx stage, The Moth Radio Hour, and This American Life. She is also a Moth Mainstage performer and threetime Moth GrandSLAM champion.

Nisse Greenberg is the Deputy Director of The Story Collider and is

storytelling.

Styles of Scientific Reasoning in Chemistry Facilitator: Disan Davis, Ph.D.

and meaningful feedback. We will explore facilitation

education faculty. In her current role with Math in the City (City College, The City University of New York) she designs and leads site-based

WEDNESDAYS, APR 7, APR 21, MAY 5

practices that optimize our time together in meetings

ONLINE

and foster vulnerability and collaboration. We will also

of developing inclusive math communities across the country and

 SCIENCE

learn and rehearse norms, routines, and strategies

internationally. At MƒA, Kara has been invited to design and lead over

Despite what textbooks may tell you, the experimental

to sustain these practices (including processes like

20 courses including design thinking, mathematical routines, models

method is not the only way in which scientists make

intervisitations, peer coaching, and collaborative

39

professional development for teacher teams and leaders, with the goal

and modeling, developing a coaching practice, and early algebra. Kara has written several articles and books with and for teachers on the

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Mini-Courses teaching and learning of mathematics. A proud graduate of Minneapolis Public Schools, Kara earned degrees from Stanford University and Bank Street College of Education. Her recent Ph.D. in Urban Education (The Graduate Center, The City University of New York) investigated the impact of mathematical modeling for high school girls of color who had experienced the gate-keeping effects of algebra.

Teaching for Justice in the Mathematics Classroom p Facilitator: Anjali Deshpande, Ph.D.

Teaching Online: Tailoring Standards-Based Grading to Remote Learning Facilitator: Kristen Dotti

level content, tasks, and texts. Session one will focus on reading strategies and tools to develop complex

 INQUIRY, PRACTICE, AND LEADERSHIP

reading skills in any content area. Session two will

At a time when students have less control over their

explore technology tools throughout the teaching and

lives, the methodologies that encompass standards-

learning cycle to support effective writing instruction.

based grading give them a way to have more autonomy

This course is best suited for all teachers looking for

over their learning in virtual or in-person classrooms.

ways to support their students with exceptionalities.

Standards-based grading offers a pathway to

Savanna Flakes is a National Board Certified Teacher and an education

personalized instruction, equitable access to content,

consultant specializing in differentiation, inclusion, co-teaching,

ONLINE

course, teachers will be guided through techniques

practices in the mathematics classroom, whether in a virtual or in-person setting? In this mini-course, we take a deep analytical dive into key pedagogical practices that can hinder or promote agency and positive mathematical identity development. We will explore how to critically evaluate and redesign lessons to activate the principles and practices of teaching for justice. We will define what it means to teach for justice and then examine teaching materials and student work with a justice lens. Teachers are invited

proficiency and help them access complex, grade-

ONLINE

and increased student engagement. In this mini-

How can we plan for and infuse equity-forward

with exceptionalities to higher levels of language

WEDNESDAYS, MAR 17, MAR 24, APR 7

MONDAYS, MAR 15, MAR 22, APR 5  MATHEMATICS

explore technology tools and resources to lift students

Universal Design for Learning, and educational technology. Her prior instructional leadership roles include manager of professional learning, master educator, technology integration specialist, professor,

to convert their standards into grading rubrics and

and inclusion instructional specialist - coaching administrators and

choice menus so learning objectives for content and

teachers on effective inclusive and instructional practices. Savanna

skills can be targeted with concrete steps to student

holds an Educational Specialist degree from the University of Virginia

success. The techniques taught in this course show

in curriculum and instruction, a post-master’s certificate from George Washington University in educational leadership and administration,

teachers how to delineate universal outcomes, but with

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

flexibility in the path a student takes to reach those

and emotional intelligence.

common goals. Each session will focus on a different aspect of planning and preparation with a variety of templates to choose from so teachers can create original lesson plans tailored to their curriculum.

Tools for Teachers: Psychosocial Recovery and Support Skills to Help Students Facilitators: Joshua Miller, Ph.D., and Ilana Silver

Kristen Dotti writes curricula and leads professional development

TUESDAYS, MAR 23, APR 6, APR 13, APR 20

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

ONLINE

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

(but not required) to test parts of these lessons with

 INQUIRY, PRACTICE, AND LEADERSHIP

new topics from a scientific perspective to grow her mind and feed her passions. Although she travels to different schools each week to help

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

their students in order to bring artifacts back to the final session for reflection. This course is appropriate

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

Are you and your students feeling overwhelmed as

NC home.

you navigate this time of uncertainty? Join us in this

for middle and high school mathematics teachers who want to go deeper into justice-promoting lesson design practices. Teachers will be asked to complete a few short readings before each session.

Dr. Anjali Deshpande is a professor of Mathematics Education at High Meadows Graduate School of Teaching and Learning in affiliation with MIT. Dr. Deshpande served as a public school teacher in the South

course as we explore tools for supporting our students,

Technology Tools to Level the Playing Field for Students With Exceptionalities p Facilitator: Savanna Flakes

our families, and each other to help alleviate the stress and trauma of the pandemic. Drawing from Skills for Psychological Recovery, a manual published by the

WEDNESDAYS, APR 7, APR 14

National Child Traumatic Stress Network and designed

ONLINE

to assist those recovering from disaster, as well as other

Bronx for eight years and a secondary mathematics coach based in New

 INQUIRY, PRACTICE, AND LEADERSHIP

evidence-based interventions, this course will provide

York City for eight years. Her passions include investigating effective

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

teachers with the knowledge and tools to confidently

the development of positive mathematics identity, and promoting

Finding effective strategies and technology resources

assess and support those in the midst of or recovering

justice and equity through mathematics education.

is imperative in helping students with exceptionalities

from adverse situations.

excel. During this interactive mini-course, teachers will

Dr. Joshua Miller is a professor of social work at Smith College who

assessment practices, analyzing and implementing strategies that foster

specializes in helping individuals and communities to recover from

40

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Mini-Courses disasters, war, and violence. He also teaches and writes about racism

however, will be creating space for teachers to share

Jessica Sharoff is an MƒA Early Career Teacher and science teacher at

their current practices and collectively brainstorm

Washington Heights Expeditionary Learning School in Manhattan.

how to upend the racial hierarchy while engaging their

Caitlin Tully is an MƒA Early Career Teacher and science teacher at

positions within it. This mini-course is designed for

The James Baldwin School: A School for Expeditionary Learning in

in the United States and what to do about it. He is the author of

mathematics teachers who are committed to practices

Psychosocial Capacity Building in Response to Disasters and co-author

in their classrooms that communicate to their students

of Racism in the United States: Implications for the Helping Professions.

“everyone can be good at mathematics,” and are

In addition to his academic work, Miller has responded to, consulted for, and written about many disasters including 9/11, Hurricane Katrina,

looking to develop a deeper critical consciousness

the Asian tsunami, the Haitian earthquake, armed conflict in Northern

around this work.

Uganda, the Boston Marathon bombing and the elementary school

Grace A. Chen is a doctoral candidate in the Department of Teaching

tragedy in Newtown, Conn. He volunteers for a team that offers crisis

and Learning at Vanderbilt University. A former high school mathematics

intervention responses to firefighters, police officers, and emergency

teacher, she studies how, why, and what mathematics teachers learn

medical technicians after tragedies, is a clinician with the Crisis Care

about race, power, and equity, with particular interests in ethics,

Network, and partners with local non-profit organizations when

identity, and affect.

responding to major disasters internationally. Prior to teaching, Miller spent 20 years as a community organizer, family therapist, group worker and researcher, and was the director of public and private nonprofit child and family welfare agencies.

Ilana Silver is a second year M.S.W. student at Smith College School for Social Work. Her clinical experience includes working with adolescents and families within a community-based organization, as well as, more recently, providing telehealth for adults seeking psychosocial support.

Prior to pursuing an M.S.W., Ilana worked as an environmental educator, teaching young children about our natural world through experiential learning.

A (Virtual) Night at the Museum: Designing Science Fieldwork Using AMNH Facilitators: MƒA Early Career Teachers Jessica Sharoff and Caity Tully

Why Routines? Why Now? Developing Strategic Sense-Making in Virtual Spaces Facilitator: Kara Imm, Ph.D. K-8 6-12

TUESDAYS, MAR 9, MAR 16, MAR 23 WEDNESDAYS, MAR 10, MAR 17, MAR 24

ONLINE  MATHEMATICS + PLEASE NOTE: THE TUESDAY SECTION OF THIS COURSE WILL BE GEARED TOWARDS TEACHERS OF GRADES K-8, AND THE WEDNESDAY SECTION WILL BE GEARED TOWARDS TEACHERS OF GRADES 6-12.

Numeracy and algebra routines can build joyful, inclusive communities of kids who see themselves as mathematicians with voice, purpose, and agency.

MONDAYS, MAR 8, MAR 22

Those of us who know the power of in-person math

ONLINE

routines (such as number strings, quick images, and

 SCIENCE

splat!) are now convinced we can create the same

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

high energy and shared knowledge-making across

Are you frustrated that you’re currently unable to

Unpacking and Upending Racial Hierarchies in Mathematics p Facilitator: Grace A. Chen

Manhattan.

take your students on a field trip? Do you think it will be impossible to do meaningful fieldwork given our current teaching context? Then join us as we consider

TUESDAYS, MAY 25, JUN 1, JUN 8

how to meaningfully bring the American Museum of

ONLINE

Natural History (AMNH) to your students! This two-

digital platforms. In this course, we will identify the key purposes of these routines, name the challenges of “transporting” them from in-person to remote, and design new, flexible routines for our students. Those returning for “part two” will deepen their practice and have the chance to use routines to deconstruct powerful deficit myths about students, learning, and

 MATHEMATICS

session mini-course will focus on developing virtual

Common narratives pit “White and Asian” students

fieldwork using AMNH online resources and exhibits.

against “Black and Latinx” students, with no mention

We will explore existing museum tools, sample AMNH

of Indigenous students, depicting the former as “good

lessons that utilize digital resources, and examine how

at math” and the latter not. These dehumanizing

these resources can strengthen remote curriculum. We

ideologies show up not only in mathematics

will focus specifically on the use of the physical science

classrooms, but also in broader conversations about

halls and resources including, but not limited to, the

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

affirmative action, immigration, and politics. Where did

Hall of Planet Earth, Hall of Ocean Life, Rose Center for

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

this racial hierarchy come from, and what can we—as

Earth and Space, and Fossil Halls. This course is best

mathematics educators committed to racial justice—

suited for Earth Science teachers but any middle or

The City University of New York) she designs and leads site-based

do about it? We will review the historical context and

high school science teacher who wants to find ways to

professional development for teacher teams and leaders, with the goal

citations to illustrate the social construction of the

engage their students in online fieldwork is welcome

of developing inclusive math communities across the country and

racial hierarchy in mathematics. Our primary focus,

to attend.

41

mathematics including the notions that “learning loss” is inevitable or that building community and content cannot happen simultaneously (it can!). Some familiarity/experience with routines is recommended, but not required.

school math teacher, staff developer, leadership coach, and teacher education faculty. In her current role with Math in the City (City College,

internationally. At MƒA, Kara has been invited to design and lead over 20 courses including design thinking, mathematical routines, models

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Mini-Courses and modeling, developing a coaching practice, and early algebra. Kara has written several articles and books with and for teachers on the teaching and learning of mathematics. A proud graduate of Minneapolis Public Schools, Kara earned degrees from Stanford University and Bank Street College of Education. Her recent Ph.D. in Urban Education (The Graduate Center, The City University of New York) investigated the impact of mathematical modeling for high school girls of color who had experienced the gate-keeping effects of algebra.

42

MĆ’A PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

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

43

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Single Session Workshops

cardiovascular and digestive diseases through discussion and doctor/patient role modeling. We will also explore a variety of online interactive tools and discuss how

“Alexa, Grade My Tests!”: Utilizing Technology to Give Students Feedback Facilitators: MƒA Master Teachers Andrew Fitts and Brittany Klimowicz THURSDAY, FEB 11 ONLINE

they can be incorporated into middle school science, Living Environment, or AP Biology curricula. Throughout this workshop, teachers will actively engage in solving medical problems while thinking of ways to integrate diagnostic medicine into their classrooms.

Bringing Modern Mathematics Into the Classroom Facilitator: MƒA Master Teacher Patrick Honner WEDNESDAY, MAR 3 ONLINE  MATHEMATICS

New mathematics is created and discovered every day, yet the mathematics we teach is hundreds, if not thousands, of years old. How can we build connections

Jerry Citron is an MƒA Master Teacher and science teacher at Stuyvesant

for our students between the mathematics we currently

High School in Manhattan.

teach and the mathematics at the edge of discovery?

Online learning has brought a new set of challenges for

Arlene Ramos is an MƒA Master Teacher and science teacher at High

Join us as we explore exciting mathematical advances

grading student work and providing feedback. What if

School for Health Professions and Human Services in Manhattan.

 COMPUTER SCIENCE AND TECHNOLOGY

you could streamline this work by leveraging tools such as Google Forms, Goobric, Formule, and spreadsheets to simplify your grading life and give students quick and actionable feedback? In this workshop, we will explore ways to make grading and personalized feedback easier, more sustainable, and more impactful for both teachers and students by identifying the challenges, introducing

and their curricular connections to arithmetic, algebra, and geometry.

BreakOUT! Escape Rooms in the Mathematics Classroom Facilitators: MƒA Master Teachers Dwaina Sookhoo and Devon Williamson WEDNESDAY, FEB 24 ONLINE

Patrick Honner is an MƒA Master Teacher and mathematics teacher at Stuyvesant High School in Manhattan.

Building Belonging in the Computer Science Classroom p Facilitators: MƒA Master Teachers Emily Fields and Marisa Shuman

various technological supports and how to use them,

 MATHEMATICS

and having teachers build their feedback tools. While we

Do you have what it takes to escape the room? In

WEDNESDAY, MAR 17

plan to focus on high school level feedback, this session

this immersive workshop, teachers will experience

ONLINE

will be useful for teachers of all grade levels.

firsthand how escape rooms can foster community

Andrew Fitts is an MƒA Master Teacher and mathematics teacher at NYC

and collaboration in the mathematics classroom. We

iSchool in Manhattan.

will demonstrate how escape rooms are designed

Brittany Klimowicz is an MƒA Master Teacher and science teacher at NYC

through digital platforms such as Breakout EDU and

iSchool in Manhattan.

Google Forms, as well as through analog puzzles for a technology-free alternative. Teachers will discuss how

At the Clinic: Bringing Medicine Into the Classroom Facilitators: MƒA Master Teachers Jerry Citron and Arlene Ramos TUESDAY, MAY 4 ONLINE  SCIENCE

escape rooms can help students learn by doing and will explore best practices for facilitating them in the classroom. Lastly, teachers will begin building their own escape room puzzle, embedding mathematics from their curriculum, on the platform of their choice.

Dwaina Sookhoo is an MƒA Master Teacher and mathematics teacher at Academy for Young Writers in Brooklyn.

Do your students want to become physicians? Do they

Devon Williamson is an MƒA Master Teacher and mathematics teacher at

enjoy watching episodes of Grey’s Anatomy or The

Mott Hall II in Manhattan.

 COMPUTER SCIENCE AND TECHNOLOGY

How might we foster a classroom culture and build a curriculum that includes all computer science students, and especially those underrepresented identities? In this workshop, teachers will explore activities and strategies to promote inclusion in computer science classrooms and the world of technology. As a group, we will collaborate on shared best practices and develop tools, resources, and projects that can be brought back into the classroom.

Emily Fields is an MƒA Master Teacher and computer science teacher at Young Women’s Leadership School, Astoria in Queens.

Marisa Shuman is an MƒA Master Teacher and computer science teacher at Young Women’s Leadership School of the Bronx in the Bronx.

Good Doctor? A great way to engage students and foster interest in anatomy and physiology is through the use of basic diagnostic approaches to assess health. In this workshop, we will analyze and adapt several University of Buffalo case studies involving 44

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Single Session Workshops Building Literacy Through Statistics Facilitator: MƒA Early Career Teacher KC Hankins MONDAY, APR 5 ONLINE  MATHEMATICS

For students to become critical consumers of media and well-informed global citizens, they must understand statistical analysis and have the language skills to communicate its meaning and impact. In this age of social media and the growing number of disinformation campaigns, it is more important than ever that we teach students how to critically analyze text, interpret data, and share its meaning. How might we engage students in statistics through text and other languagebased media, use real-world examples to illuminate statistical phenomena, and support students to justify their findings with written statistical analysis? In this workshop, we will explore these questions and more

assessments using the GRASPS (Goal, Role, Audience,

as we delve into resources that scaffold the writing

Situation, Product, and Standards) model is a way to do

process, help students read for understanding, utilize

just that. GRASPS, articulated by Wiggins and McTighe

statistical analysis, and empower them to overcome

in their 2005 book, Understanding by Design, pushes

WEDNESDAY, MAY 19

the unique challenges statistics classes can pose. This

students to think critically about major concepts,

ONLINE

workshop is best suited for statistics teachers.

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

whether in science or mathematics. A GRASPS task asks

 SCIENCE

KC Hankins is an MƒA Early Career Teacher and mathematics teacher at

students to tackle real-world problems through content

John Dewey High School in Brooklyn.

Have you ever wondered what makes your hair curly,

immersion and creative problem-solving. Ultimately, a

straight, blond, or black? Have you spent countless

GRASPS task allows students to show mastery in more

hours and dollars trying to alter your hair? How we

meaningful ways in contrast to traditional assessments.

wear our hair is greatly influenced by the media and

Join us as we review exemplars and discuss and design

societal expectations of beauty, and for many of us,

our own GRASPS tasks. All teachers are welcome.

including our students, our hair is intimately connected

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

to our identity and self-worth. Join us in this workshop

Academy in Manhattan.

as we explore the chemistry of hair. We will discuss

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

what determines hair texture and type, consider how

Gardens Middle School in the Bronx.

chemical use and styling methods affect hair structure,

Can I GRASP Your Attention?: Creating Authentic Student Assessments Facilitators: MƒA Master Teachers Denise Bou and Leton Hall MONDAY, MAR 15 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

Are you looking for new and more personalized

and examine the social, cultural, and racial stigmas

ways to assess your students that better align with

associated with particular hair types and styles. This

the constraints of remote and hybrid teaching? Do

workshop is best suited for teachers wanting to integrate

you want to give your students agency over how

more culturally responsive lessons into their chemistry

they demonstrate their understanding? Designing

curriculum.

45

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Single Session Workshops

Are you wondering how best to divide the responsibilities of co-teaching in a remote classroom?

Do you want to more effectively utilize two teachers

Creative Projects for Calculus Facilitators: MƒA Master Teachers Maria Leon Chu and Alexander Lord THURSDAY, APR 8

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

to better serve your students? Then join us in this

Village Academy High School in Manhattan.

workshop as we explore how to develop better working

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

relationships with co-teachers and create a plan

 MATHEMATICS

School for Medical Professions in Brooklyn.

to productively work together. We will discuss four

Are you looking to incorporate more projects into

different effective co-teaching strategies, multiple ways

your Calculus class but unsure where to start? Join

to group students, and best practices for co-planning

us as we explore some of the in-class and long-term

time. We will also investigate best practices for co-

projects that have successfully been implemented with

teacher collaboration during remote instruction.

calculus students. Topics addressed will include limits,

Kaley Wagner is an MƒA Master Teacher and mathematics teacher at

optimization, area, volume, and more. We will showcase

Bronx Early College Academy for Teaching and Learning in the Bronx.

sample student projects and address any questions

Allisen Johnson is an MƒA Early Career Teacher and mathematics

to help teachers design calculus projects for their

teacher at Bronx Early College Academy for Teaching and Learning in

classrooms. This course is recommended for all current

Common Content: Transitioning From Middle School to High School Facilitators: MƒA Master Teachers Shari Eng and Dwaina Sookhoo MONDAY, MAR 15 ONLINE  MATHEMATICS

Students experience mathematics in various forms

the Bronx.

throughout middle school and high school. Imagine how beneficial it could be to know what your students experienced before they step foot into your classroom

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

or what they would experience in future classes. How

MONDAY, FEB 8

might this knowledge influence your instruction? Join

ONLINE

us as we explore these questions through the lens of rational and irrational numbers, polynomial operations, and solving linear equations — all topics that appear in both middle and high school classrooms. This workshop

 INQUIRY, PRACTICE, AND LEADERSHIP

ONLINE

and prospective teachers of calculus.

Maria Leon Chu and Alexander Lord are MƒA Master Teachers and mathematics teachers at Francis Lewis High School in Queens.

Culturally and Historically Responsive Education for Equity and Excellence p Facilitator: Gholdy Muhammad, Ph.D.

We all want our students to feel welcome in our

MONDAY, FEB 22

classrooms, and research shows that students learn

ONLINE

better when they experience themselves as an integral

 INQUIRY, PRACTICE, AND LEADERSHIP

part of the classroom community. Even in normal

In this workshop, teachers will come to understand the

times, it can be challenging to build relationships

role of culture in their classrooms and be charged to

within multiple classes of more than 30 students each,

engage in self-identity work as we clearly define culture,

especially when teachers also need to develop content

equity, anti-racism, and culturally and historically

and prepare students for exams. These issues are further

responsive education (CHRE). Together, we will explore

magnified in remote classrooms. In this workshop,

and revisit culture in deep and multifaceted ways. We

Shari Eng is an MƒA Master Teacher and mathematics teacher at Bayside

teachers will experience easy ways to build community

High School in Queens.

will also consider our own cultural identities as we

with students from day one. These activities require

Dwaina Sookhoo is an MƒA Master Teacher and mathematics teacher at

discuss approaches to learning about the cultures and

only minimal planning and upkeep. By the end of the

Academy for Young Writers in Brooklyn.

identities of our students. To frame and guide this work,

workshop, we will assemble a toolbox of low-lift and

we will begin with a brief history and discussion of

high-reward strategies that can be used online for the

CHRE and the power of education among communities

coming semester.

of color in the United States. Then we will explore a

Matt Baker is an MƒA Master Teacher and mathematics teacher at

four-layered equity model for teaching and learning

Brooklyn Latin in Brooklyn.

developed by the facilitator, composed of (1) identity,

will provide a space for rich discussions between middle and high school mathematics teachers on overlapping concepts and also allow for the sharing of best practices to transition middle school students to high school more seamlessly. All middle and high school mathematics teachers are welcome.

Co-Teaching in the Classroom p Facilitators: MƒA Master Teacher Kaley Wagner and MƒA Early Career Teacher Allisen Johnson THURSDAY, APR 22 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

46

(2) skills, (3) intellectualism and (4) criticality. Exemplar CHRE lesson and unit plans across STEM content and

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Single Session Workshops

Earth Science From Behind a Screen: Best Practices for Remote Instruction Facilitator: MƒA Master Teacher Bridget Mahoney

grade levels will be shared and discussed. We will

WEDNESDAY, FEB 10

conclude with practical considerations for writing

ONLINE

Dave Richardson is an MƒA Master Teacher and mathematics teacher at High School of Economics and Finance in Manhattan.

Flipped Instruction 101 Facilitator: MƒA Master Teacher Paige Healy

 SCIENCE

MONDAY, MAR 22

welcome to attend.

Teaching Earth Science when you can’t get hands-on

ONLINE

Dr. Gholnecsar (Gholdy) Muhammad is an Associate Professor of

is hard! Join us in this workshop as we share our best

 COMPUTER SCIENCE AND TECHNOLOGY

Language and Literacy at Georgia State University. She also serves

practices and our wildest misses to develop lessons

Are you struggling to ensure students have access to

as the director of the GSU Urban Literacy Collaborative & Clinic. She

and protocols that work for all those tricky hands-on

important content in a remote setting? Are you looking

goals of reframing curriculum and instruction today. Dr. Muhammad’s

Earth Science topics. This workshop is a continuation

for ways to ensure instructional equity amongst your

scholarship has appeared in leading educational journals and books.

of the Hands-Off Hands-On Earth Science course from

blended and fully remote students? Join us as we

Some of her recognitions include the 2014 recipient of the National

Fall 2020 and both new and returning teachers are

discuss the basics of flipping the classroom. We will

Council of Teachers of English, Promising New Researcher Award, the

welcome. We will continue the work from the fall by

review tools for making screencasts including Explain

sharing outcomes, tips, and tricks and then delve even

Everything, Educreations, and Screencastify, as well

She works with teachers and young people across the United States and

deeper into how to make Earth Science both accessible

as a means of tracking student progress through the

South Africa on best practices in culturally responsive instruction. She is

and fun during remote and blended instruction. We will

use of Edpuzzle. We’ll also discuss what synchronous

the author of the best-selling book, Cultivating Genius: An Equity Model

also explore tools to support the lab practical of the

instruction looks like in a flipped classroom setting.

Earth Science Regents Exam. This course is best suited

This workshop is intended for those new to flipped

for middle and high school Earth Science teachers.

instruction and experts alike!

Bridget Mahoney is an MƒA Master Teacher and science teacher at High

Paige Healy is an MƒA Master Teacher and mathematics teacher at

School for Environmental Studies in Manhattan.

Scholars’ Academy in Queens.

Excel Training for Data Specialists and Enthusiasts Facilitator: MƒA Master Teacher Dave Richardson

From Mummies to Monuments: Chemistry in Art Conservation Facilitators: Lisa Bruno and MƒA Master Teacher David Connelly

equitable lesson and unit plans. All teachers are

studies Black historical excellence within educational communities with

2016 NCTE Janet Emig Award, the 2017 GSU Urban Education Research Award and the 2018 UIC College of Education Researcher of the Year.

for Culturally and Historically Responsive Literacy.

Decimal Expansions in Different Bases Facilitators: MƒA Master Teacher Dee Dee Dyer and Adam Chawansky THURSDAY, MAY 20 ONLINE  MATHEMATICS

TUESDAY, APR 27

Are you looking for an opportunity to do mathematics with other like-minded professionals? Join us as we think, collaborate, discuss, and struggle as co-learners.

Designed around the Park City Mathematics Institute (PCMI) structure of “Important Stuff, Neat Stuff, Tough Stuff,” we will explore repeating decimals in different bases. The workshop will center around a problem set to spark ideas and lead us to discover unexpected connections. A basic familiarity with modular arithmetic will be useful but is not required.

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

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

47

ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

Are you a new data specialist at your school, planning to take on this role in the coming year, or simply interested

WEDNESDAY, MAY 26 ONLINE  SCIENCE

in learning new data analysis skills? If so, join us as we

Mummification, acid rain, oxidation, and inherent vice –

dive into the fundamentals of Excel and learn to run a

it’s all about chemistry! The world’s artistic and cultural

variety of reports for use in our school communities.

treasures are degraded by time, the atmosphere, light,

We will explore skills such as the VLOOKUP and

and physical forces, and the methods for conserving

SUMPRODUCT functions, pivot tables, and more to

and restoring these treasures require the intersection of

create reports that highlight various statistics. By the

science and art. In this workshop, presented live from

end of this workshop, you will be able to confidently run

the Brooklyn Museum conservation laboratory, teachers

data reports for your school community that can call

will be introduced to real conservation case studies

attention to inequities that may exist. While this course is

where chemistry played a key role in the identification,

best suited for new data specialists, all excel enthusiasts

deterioration, and/or restoration of an art object.

are welcome to join.

Teachers will be challenged to solve each restoration

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Single Session Workshops riddle, before learning the actual steps taken by the museum’s conservation team and the results of those

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

Gamification With Google Forms Facilitator: MƒA Master Teacher Elyse Mattiaccio

treatments. We will conclude with a discussion on how

TUESDAY, MAR 2

the content and tools can be used in our own chemistry

ONLINE

classrooms. While especially directed to teachers of

 COMPUTER SCIENCE AND TECHNOLOGY

chemistry, this workshop is open to any teacher inspired

Do you want to increase engagement and create

by art and historical objects.

assignments that automatically differentiate based

Lisa Bruno is the Carol Lee Shen Chief Conservator at The Brooklyn

on student responses? Join us as we learn ways to

Museum. She earned her undergraduate degree in Fine Arts at New

transform a humble Google Form into a gamified and

York University before obtaining a M.S. at The University of Delaware/ Winterthur Museum Department of Art Conservation. She worked at the

adaptive formative assessment. In this workshop, we’ll

Art Institute of Chicago before coming to Brooklyn 26 years ago. She

explore an “escape room” format to develop both team

also teaches objects conservation at NYU’s Institute of Fine Arts.

and individual tasks with customized storylines based on

David Connelly is an MƒA Master Teacher and science teacher at

student interests. Using a planning template, teachers

Science, Technology and Research Early College High School at

will layout their escape room much like a storyboard,

Erasmus in Brooklyn.

and then learn how to transfer it into Google Forms. By the end, teachers will learn to create several pathways

The Galapagos and Nature Journaling Facilitator: MƒA Master Teacher Crystal Thiele

where wrong answers lead students down a reteaching path with embedded videos and correct answers lead

WEDNESDAY, MAR 24

students to even greater challenges. This course is

ONLINE

geared towards elementary and middle school teachers,

create a geomorphic field guide using smartphone apps

but all activities can be adapted for high school teachers

to collect and share data. Using the evidence gathered

as well.

in the field, and their existing knowledge of Earth

penguins that live north of the equator - these are

Elyse Mattiaccio is an MƒA Master Teacher and mathematics teacher at

Science, teachers will deduce that glaciers once covered

just some of the unique adaptations of the animal

P.S. 396 in the Bronx.

northern Brooklyn during the last ice age. The field

 SCIENCE

Salt-water snorting iguanas, nocturnal seagulls, and

study will provide teachers with the resources needed

inhabitants of the Galapagos Islands. Tap into your inner Darwin as we use nature journaling to explore photos, videos, and other resources gathered from a recent National Geographic expedition to the Galapagos.

We will study specific animal adaptations to better understand natural selection and try our hand at nature

Geologic Field Study of Prospect Park Facilitators: MƒA Master Teachers Carolina CastroSkehan and Rich Lebowitz

to design their own virtual or in-person field trip. This workshop is best suited for Earth Science teachers and is a continuation of the Fall 2020 course, Geologic

TUESDAY, MAY 18

Field Study of Central Park, however, new teachers are

OFFSITE

welcome to attend.

journaling, a tool used by many scientists past and

 SCIENCE

Carolina Castro-Skehan is an MƒA Master Teacher and science teacher

present, including Darwin, Audubon, and Goodall. We

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

at Comprehensive Model School Project M.S. 327 in the Bronx.

Let’s take a trip to Prospect Park! Join us as we explore

SEEALL Academy in Brooklyn.

will practice these journaling activities and discuss how to recreate them in any classroom setting to encourage students to deepen connections to the natural world, rediscover the thrill of outdoor exploration, and develop a greater love of biodiversity, wherever they are. While this course may be most interesting to grade 4-9 science teachers, all are welcome.

48

Rich Lebowitz is an MƒA Master Teacher and science teacher at The

this outdoor teaching laboratory to gather evidence and make inferences about New York City’s geomorphology.

During this field study, teachers will tap into their inner geo-enthusiast as they walk through the park observing formations and evidence of glaciation. Teachers will also MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Single Session Workshops

are classified for recycling and the inherent problems of these classifications. This course is best suited for chemistry teachers but all middle and high school STEM

A Glimpse Into the History of Infinite Series Facilitator: MƒA Master Teacher Matthew Mitchell MONDAY, JUN 7 ONLINE  MATHEMATICS

The concept of an infinite series can be overwhelming and hard to grasp, not to mention rather foreign compared to other calculus concepts. In this workshop, teachers will discover the true meaning and power of

teachers are welcome.

Dr. Brett Fors is an associate professor in the Department of Chemistry and Chemical Biology at Cornell University. He received his B.S. in Chemistry from Montana State University and Ph.D. from the Massachusetts Institute of Technology. His research focuses on the development of new synthetic methods and catalyst systems to control polymer architecture, composition, and function.

Scott Spring is a fourth year graduate student in the Fors group at

Glued into Science: Sustainable Polymers Facilitators: Brett Fors, Ph.D., Scott Spring, and Mark Walsh TUESDAY, FEB 23 ONLINE  SCIENCE

With more plastic being generated than ever before, and very little of it being recycled, there is a tremendous need for sustainable polymers - polymers that meet the demand for plastic but do so without long-term damage to our environment. Researchers at Cornell University are currently working to transform how plastics are made, unmade, and remade through innovative research. In this workshop, members of the Fors lab at Cornell University will share some of their work on developing sustainable polymers. Following the presentation, teachers will explore a hands-on activity to create their own non-toxic polymers and use them,

so during remote and blended instruction. In this teaching Living Environment to ELLs, Students with Interrupted Formal Education (SIFE), and undiagnosed

practices and environmental stewardship.

Mark Walsh is the outreach programs coordinator for the Cornell Center

SpED ELL students. We will also examine the level of our students’ English (and Spanish) proficiency as we unpack a set of tools to support their success, including

for Materials Research. He received his Bachelor’s in Biology from

metacognitive self-assessments, templates for debate

Hartwick College and taught middle and high school science for twenty

and argumentative essays, and organization templates

years in New York City, Turkey, United Arab Emirates, and Malaysia.

for simplifying Regents questions and vocabulary.

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

be challenging at the best of times, and even more

material properties. He received his B.S. in Chemistry from Montana Polymers and is dedicated to outreach surrounding sustainable plastic

for, infinite series is encouraged to attend.

Supporting our English Language Learners (ELLs) can

workshop, we will discuss our shared challenges in

teachers will learn the history of these series, the great

that wants a deeper understanding of, and appreciation

 SCIENCE

of renewable monomers into sustainable plastics and characterizes their State University. Scott is also a member of the Center for Sustainable

them, and some fascinating applications. Any teacher

TUESDAY, FEB 9 ONLINE

Cornell University, where he develops new methods for polymerization

an infinite series. Unlike a traditional calculus course, minds that studied and developed the concepts behind

Helping ELLs Master Literacy and Content in Living Environment p Facilitators: MƒA Master Teachers Carolina Gallego and Stephany Rosal

By the end of the workshop, teachers will have a

Google Sites and Slides for Student Portfolios Facilitator: Tom Bijesse

clearer understanding of where their students are and how to meet them at their level to promote learning

TUESDAY, MAR 16

and growth. Though we will be focusing on Living

ONLINE

Environment-specific examples, all science teachers

 COMPUTER SCIENCE AND TECHNOLOGY

with ELL populations are welcome.

A portfolio is one of the most valuable assessment tools.

Carolina Gallego and Stephany Rosal are MƒA Master Teachers and

It can showcase a student’s progression as well as their culminating understanding. In this workshop, teachers will learn how to leverage Google Slides and Google Sites to generate a template portfolio for their students to copy and customize. Teachers will also create their own Google Site to use as a model for students to turn their portfolio into a website that can be shared across the world. It’s easier to create a website than you might think, and all for free! Whether you are just getting started or are hoping to learn new tips and tricks, this workshop is for you.

Tom Bijesse is a former NYCDOE computer science teacher and life-

science teachers at Manhattan Bridges High School in Manhattan.

“Hey, That’s Not Fair!”: The Mathematics of Decision Making Facilitator: MƒA Master Teacher Emeritus Corey Levin TUESDAY, APR 27 ONLINE  MATHEMATICS

Our students are inquisitive by nature, which often leads to skepticism when asked to share things equally.

In this course, we’ll tackle sharing through fun division

long learner. Tom has led professional development for thousands of

problems that will appease even the most skeptical of

educators across three countries on a variety of technical subjects. He is

students. Splitting something equally is a seemingly

along with other household plastics, to test for material

a curriculum developer and trainer for Mouse, a NYC-based non-profit

simple task that is wonderfully complex. Items of

properties. We will conclude by discussing how plastics

with a focus on Technology for Good.

sentimental value add to the complexity. This workshop

49

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Single Session Workshops will explore several fun problems centered around concepts of fairness, equality, optimization, division,

Introduction to Carnegie Mellon University’s Computer Science Academy Facilitator: MƒA Master Teacher Bradley Pierce WEDNESDAY, FEB 10 ONLINE

game theory, and the prisoners’ dilemma that will

 COMPUTER SCIENCE AND TECHNOLOGY

challenge both teachers and their students.

Are you looking for a better way to teach computer

Corey Levin is an MƒA Master Teacher Emeritus and mathematics

science remotely? Carnegie Mellon University’s

teacher at Yorkville East Middle School in Manhattan.

Computer Science Academy is an accessible and engaging curriculum and platform for teaching Python

Indigenous Communities: The Earliest Organic Chemists p Facilitators: MƒA Master Teacher Denice Gamper and MƒA Program Officer Uzma Shah

programming to middle and high school students.

With this graphics-driven program, students develop layered images and then animations to eventually create event-driven games. Features include a web-based

WEDNESDAY, FEB 24

integrated development environment (IDE), self-paced

ONLINE

interactive instructional content, a rich set of exercises,

 SCIENCE

and an autograder. Through the grade book, you can

What do aspirin, taxol, quinine, and p-menthane-3,8-

see student progress, time spent, and code history.

diol (PMD) all have in common? They are derived from

Teachers can send students messages for feedback

plants and used medicinally. But how does a substance

and compare their work to the solution code. The

derived from a plant become a viable medicine or

auto-grader provides immediate feedback, including

treatment? And when does ancient wisdom become

hints to show students what is missing or wrong. In this

part of the scientific canon? In this workshop, teachers

workshop, teachers will leave with an understanding of

and our teaching practice and then collaborate with

will learn the chemistry of an essential oil extracted

the scope and sequence, the platform functions, and its

others to do the same. This work will have an impact

from the lemon eucalyptus tree. Native to Australia and

rich feature set. We will dive into some basic exercises to

not only on our teaching and mindsets as educators, but

the surrounding islands, this oil contains a potent insect

get a feel for the student interface and explore examples

also on our students’ lives and work. In this workshop,

repellent that has long been used by the indigenous

of creative tasks completed by students. This workshop

we will reflect on and examine our teaching practices

people of the area. Teachers will explore how the oil is

is intended for computer science teachers with some

while looking at how conversations about social

extracted, how the chemical components are identified,

foundational programming experience.

issues can organically be part of the classroom. As an

and how it can be refined to maximize the effectiveness

Bradley Pierce is an MƒA Master Teacher and computer science teacher

example, we’ll look at a statistics project developed

of its insect repellent properties. We will also discuss

at International High School at Union Square in Manhattan.

and implemented in both middle and high school mathematics classrooms that incorporates social issues.

how modern chemists can learn from the practices of indigenous people who have been utilizing plant-based substances for millennia. This workshop is ideal for teachers interested in learning more about ethnobotany or those looking for resources to make organic chemistry come alive for their students.

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

Let’s Talk About Social Issues in the Mathematics Classroom p Facilitators: MƒA Master Teachers Estefania Hereira and Jennifer Parker

Students will be invited to share their experience, their understanding of mathematics, as well as the social impact of their work.

Estefania Hereira is an MƒA Master Teacher and mathematics teacher at

THURSDAY, JUN 3

Flushing International High School in Queens.

ONLINE

Jennifer Parker is an MƒA Master Teacher and mathematics teacher at

High School Early College in Manhattan.

 MATHEMATICS

Uzma Shah is a Program Officer for Professional Development at Math

How might we as educators disrupt the status quo by

for America.

cultivating responsive and responsible youth? In order

Growing Up Green Charter School in Queens.

to disrupt, we must be willing to reflect on ourselves 50

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Single Session Workshops

of this curiosity to teach them about animal adaptations

Jerry Citron, Jason Econome, and Jeffrey Horenstein are MƒA Master

and more. Each February, the scientists behind MMM

Teachers and science teachers at Stuyvesant High School in Manhattan.

publish a bracket that pits mammals, and the occasional

Let Them Speak: Student Discussion (Without You) Facilitator: MƒA Early Career Teacher Jesse Markowitz

“alt-mammals,” against each other in a hypothetical tournament similar to college basketball’s March Madness. Students of all ages conduct research on the

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

animals to make their predictions and then watch the

TUESDAY, FEB 9

THURSDAY, APR 8

virtual battles play out on Twitter throughout March and

ONLINE

ONLINE

early April. In this workshop, science teachers will learn

 COMPUTER SCIENCE AND TECHNOLOGY

 INQUIRY, PRACTICE, AND LEADERSHIP

how the tournament works, make their own predictions

Join us for MƒA Tech Night as we explore digital tools

We want our students to discuss academic content

in a mini-bracket, and share ideas for using MMM in their

to support feedback, collaboration, and discussion in

and to learn from each other through discussion, yet

classrooms as soon as the 2021 bracket drops!

synchronous and asynchronous classrooms. Teachers

we often struggle with how to teach students to have

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

will learn by doing as they hear from their colleagues

productive discussions. The Spider Web Discussion, a

New Explorations into Science, Technology and Math High School in

who will share tips, tricks, and strategies to maximize

technique based on the Harkness Method and described

Manhattan.

these technologies in any STEM classroom. These

by Alexis Wiggins in her book, The Best Class You Never

Emily Schmidt is an MƒA Early Career Teacher and science teacher at

presentations will be quick overviews of various tools

Taught, provides a way to teach the crucial “soft skills”

The Bronx High School of Science in the Bronx.

with a chance to ask questions, rather than in-depth

students need to be successful. These discussions can be utilized in any setting, including the virtual classroom, and are completely student-driven. They provide accountability and opportunities for student growth

explorations. All teachers are welcome!

Matters of the Heart Facilitators: MƒA Master Teachers Jerry Citron, Jason Econome, and Jeffrey Horenstein

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

Alexander Lord is an MƒA Master Teacher and mathematics teacher at

through multiple iterations with both self and group-

MONDAY, APR 12

Francis Lewis High School in Queens.

reflection. In this workshop, teachers will experience

ONLINE

Gabe Rosenberg is an MƒA Master Teacher and mathematics teacher at

a Spider Web Discussion themselves, then brainstorm

 SCIENCE

ways to adapt these discussions for their classrooms.

An estimated 80% of cardiovascular disease cases are

This session will be beneficial for all teachers, with any

preventable, and yet heart disease remains the leading

level of familiarity with Spider Web Discussions.

cause of death in the U.S. Join us in this workshop

Jesse Markowitz is an MƒA Early Career Teacher and science teacher at

as we navigate the human heart and learn about the

Science and Technology Academy: A Mott Hall School in the Bronx.

role of cholesterol in heart health. We will begin by

THURSDAY, APR 29

analyzing data from journal articles and case studies

ONLINE

Bard High School Early College in Manhattan.

Middle School Math Teams Facilitator: MƒA Master Teacher Johanna Cinquegrana

and discuss how the symptoms of heart disease are

 MATHEMATICS

detected, evaluated, and treated. We will then explore

In this workshop, we’ll explore ways of engaging middle

virtual activities including a microscopic examination

school mathematics students of all abilities to build

TUESDAY, FEB 23

of atherosclerotic aorta cross-sections, an enzyme-

confidence, improve attitudes towards mathematics,

ONLINE

linked immunosorbent assay to quantify cholesterol-

and develop problem-solving skills. Whether you are in

 SCIENCE

carrying lipoprotein particles, and a microarray analysis

a position to begin a math team or circle, or just looking

“Who would win in a fight - a tiger or a lion?” If your

to confirm familial hypercholesterolemia. Throughout,

to add meaningful enrichment within your classroom,

students haven’t asked this exact question, they’ve

teachers will receive guidance and curricular resources

we will look at ways to do both. We’ll start by exploring

probably asked something similar. Young people are

to successfully facilitate these activities in their

various online math team resources geared toward

innately curious about the natural world, and with March

classrooms. This course is best suited for high school

middle school students, including MathCounts and

Mammal Madness (MMM), you can harness the power

life science teachers.

Art of Problem Solving. Then, we will practice different

March Mammal Madness Facilitators: MƒA Early Career Teachers Stephen Kos and Emily Schmidt, Ph.D.

formats for running a mathematics meeting, such as 51

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Single Session Workshops

Ms. Frizzle-ify Amplify Facilitators: MƒA Master Teachers Mike Fernandez and Michelle Simeon

modern science, and is one of many resources found in The Mystery of Dark Matter curriculum, a collaborative product between classroom teachers and Perimeter

relays, circles, and games. Next, we will review the many

TUESDAY, MAR 16

Institute researchers. These resources will be most

local and national competitions available. Finally, we

ONLINE

useful to high school physics teachers, but all physical

will address ways to engage students both virtually and

 SCIENCE

science teachers are welcome to attend.

in-person and consider teachers’ unique settings and

Are you hungry for fresh, exciting science activities

This course will be facilitated by a researcher from the Perimeter

needs. This workshop is geared towards middle school

based on extraordinary phenomena? While the Amplify

Institute. Perimeter Institute is a leading center for scientific research,

mathematics teachers, but all teachers are welcome to

curriculum provides a wealth of resources to students

join.

and teachers, it often feels as if the laboratory activities

Johanna Cinquegrana is an MƒA Master Teacher and mathematics

and the “wow!” of hands-on science are lacking. In this

level, stimulating the breakthroughs that could transform our future.

teacher at New Explorations into Science, Technology and Math High

workshop, we will dive right in and sample hands-on

Perimeter also trains the next generation of physicists through

School in Manhattan.

activities inspired by San Francisco’s Exploratorium that

innovative programs and shares the excitement and wonder of science

can easily be integrated into middle school Amplify

The Molecular Taxonomy of Innocence or Guilt p Facilitator: MƒA Master Teacher Shangaza Banfield

units. Activities will focus on photosynthesis, ocean acidification, evolution, bacterial growth, and density.

THURSDAY, MAR 11

We will explore the activities with digital learning

ONLINE

tools to make them more accessible during remote

 SCIENCE

instruction and to increase student engagement. Even if

In taxonomy, organisms are classified based upon their

your school has not adopted the Amplify platform, this

physical appearance. In the case of law enforcement,

workshop will help you develop ways to incorporate

the classification of suspects into categories of

engaging, rigorous, and simple-to-prepare laboratory

innocence or guilt are also often based upon physical

activities for your science classroom. All elementary,

characteristics, drawn out by various pieces of evidence.

middle, and high school science teachers are welcome.

For many of these suspects, they have been placed in

Mike Fernandez is an MƒA Master Teacher and science teacher at The

correctional facilities in large part due to eyewitness

School for Human Rights in Brooklyn.

accounts. However, the evolution of DNA technology

Michelle Simeon is an MƒA Master Teacher and science teacher at Urban

allows scientists to use DNA fingerprinting to provide

Assembly School for the Performing Arts in Manhattan.

Project use DNA fingerprinting to free individuals who

Founded in 1999 in Waterloo, Ontario, Canada, its mission is to advance our understanding of the universe at the most fundamental

with students, teachers, and the general public.

New York Botanical Gardens Virtual Tour: History Through Glaciers Facilitators: MƒA Master Teachers Ramona Fittipaldi and Andrew Mittiga TUESDAY, MAY 11 ONLINE  SCIENCE

Let’s take a virtual field trip to the beautiful Bronx River Gorge located in the heart of the New York Botanical Garden. Together, we will explore the ancient rock outcrops that have been shaped both by the Bronx River and the last period of glaciation. Utilizing a virtual field guide, videos and photographs of glacial erratics, potholes, and examples of mechanical and chemical

important information about a suspect’s genetic sequence. Organizations such as the Innocence

training, and educational outreach in foundational theoretical physics.

The Mystery of Dark Matter Facilitator: Perimeter Institute Researcher-TBD

were erroneously convicted based upon eyewitness

THURSDAY, APR 29

accounts. In this single session, we will explore whether

ONLINE

or not eyewitness accounts should be the sole evidence

 SCIENCE

required for an indictment, use DNA fingerprinting

Are you looking for new ways to connect your students

to solve a case, and have the opportunity to listen to

with current physics research? Then join us as we

a guest speaker and exoneree from the Innocence

explore how classical physics and graphing concepts

Project!

contributed to Vera Rubin’s discovery of dark matter.

Shangaza Banfield is an MƒA Master Teacher and science teacher at

In this workshop, teachers will collect observations as

Stuyvesant High School in Manhattan.

they perform an experiment on uniform circular motion.

weathering, we will provide you with the resources and tools to lead your own virtual or in-person field trip to the Bronx.

Ramona Fittipaldi is an MƒA Master Teacher and mathematics teacher at The Young Women’s Leadership School of East Harlem in Manhattan.

Andrew Mittiga is an MƒA Master Teacher and science teacher at The Young Women’s Leadership School of East Harlem in Manhattan.

The experiment can be used to introduce students to

52

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Single Session Workshops Press Record: Making Your Instruction Work on Video Facilitators: MƒA Master Teachers Daniel Horowitz and Jake Leibold THURSDAY, FEB 25 ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

without stifling student voices or comprehension? Join us as we delve into these questions and more. Especially given the context of remote learning, it is more

WEDNESDAY, MAY 19

important than ever that we are intentional in the ways

ONLINE

we ask students to work together. Together, we will examine various ways collaboration can be leveraged to achieve and purposefully address our instructional goals.

instruction effective and familiar for students learning

 MATHEMATICS

Leaders make decisions. They decide on courses of action that respond to what has happened and what they predict to happen. They do this by interpreting

Kevin Ehly and Eddie Fletcher are MƒA Master Teachers and mathematics

the “signal” through the current over availability of

teachers at the Brooklyn Frontiers High School in Brooklyn.

information, and often the mathematics and logic they

The COVID-19 pandemic has forced a huge shift in teaching practice. One of the best ways to keep

Simple Mathematics for Leadership Decisions Facilitator: Margaret Cheng

use is rather simple and elegant. In this workshop, we

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

will explore concepts written about in Nate Silver’s book The Signal and the Noise: Why So Many Predictions

from home is for a teacher to create their own videos.

WEDNESDAY, MAY 19

Fail—but Some Don’t. For example, we will look at the

There are many great tools out there to help make this

ONLINE

real business world applications of simple mathematics

possible, but it can be difficult to find the time to explore and gain confidence in learning to create video content.

During this workshop, we will provide an overview and demonstration of four different tools - Loom, Educreations (only available on iPad), Explain Everything, and EdPuzzle. Teachers will have time to tinker with at least two of these programs during the session. At the heart of this work, we will look for ways to incorporate our personalities into the videos so students can still feel connected to their teachers and the content despite our physical distance. This session is best suited for people who have little-to-no experience with these tools.

Daniel Horowitz and Jake Leibold are MƒA Master Teachers and mathematics teachers at M.S. 255 Salk School of Science in Manhattan.

Purposeful Collaboration in the Age of Social Distancing Facilitators: MƒA Master Teachers Kevin Ehly and Eddie Fletcher TUESDAY, FEB 23 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

Student collaboration has long been praised throughout educational circles as a valuable addition to learning

 INQUIRY, PRACTICE, AND LEADERSHIP

for leadership decisions and ways to evaluate decisions

Queer people are frequently marginalized in STEM

in order to make them better. This course is for any

classrooms. As educators, we have an opportunity

STEM teacher interested in these issues.

to not only include, but also normalize, represent,

Margaret Cheng is currently a Director on Citigroup’s ICG Analytics

and celebrate LGBTQIA+ people in science and

team and holds an S.B. from MIT in Electrical Engineering and Computer

mathematics. This workshop is for any teacher (queer

Science.

or ally) who wants to expand their knowledge and practice about how to best support, represent, and affirm queer students in their classrooms. By the end of this workshop, teachers will explore the problems that

Standards-Based Grading Collaboration Facilitators: MƒA Master Teachers Liz Maron and Marisha Shuman

arise when queer students are not affirmed, identify

MONDAY, MAR 1

areas of opportunity in STEM curricula, name and work

ONLINE

on areas of improvement in practice, and begin to

 INQUIRY, PRACTICE, AND LEADERSHIP

collaborate with teachers to redesign curriculum to be

Standards-based grading (SBG) can be a real quagmire.

inclusive of queer identities. Teachers will leave with a

It involves numerous variations, countless ways to

comprehensive list of strategies for their classrooms and

assess, and multiple levels of granularity. But done

schools to make LGBTQIA+ students feel affirmed in

well, SBG can also be a meaningful route to authentic

their identities and not simply tolerated, but accepted.

assessment and a deeper understanding of our students’

They will also leave feeling empowered to make simple,

learning. Join us in this workshop as we adapt current

yet impactful, changes to their current curriculum (with

SBG practices to best serve our students’ needs. This

access to a shared Google Drive of resources) and

session is ideal for any teacher currently implementing

interactions with all students, queer and not.

standards-based grading in their classroom.

Jamie Kubiak is an MƒA Early Career Teacher and science teacher at Park

Liz Maron is an MƒA Master Teacher and science teacher at Essex Street

East High School in Manhattan.

Academy in Manhattan.

experiences. But what is that value, and what makes it so

Marisa Shuman is an MƒA Master Teacher and computer science teacher

special? How can we purposefully design collaborative

at Young Women’s Leadership School of the Bronx in the Bronx.

activities that support learning and understanding 53

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Single Session Workshops

so ubiquitous), maximum likelihood estimates, and Bayesian methods. Statisticians and actuaries use these tools to model our daily experiences, and together, we

Statistics and Calculus: An Elegant Intersection Facilitators: MƒA Master Teachers Melanie Battles and Joseph Stern

will find out how. This workshop is best suited for those with a high-school level background in calculus and

Strategies for Culturally Responsive and Inclusive Mathematics Instruction p Facilitators: Grace Kossia and Lisa Wang TUESDAY, MAR 2 ONLINE

beyond, but there will be something for everyone to

 MATHEMATICS

MONDAY, APR 26

learn. All are welcome!

How might we use culturally responsive strategies

ONLINE

Melanie Battles is an MƒA Master Teacher and mathematics teacher at

to ensure all students are set up for success in

 MATHEMATICS

Brooklyn Technical High School in Brooklyn.

mathematics? Join us as we explore the principles of

Statistics and calculus are sometimes thought of as

Joseph Stern is an MƒA Master Teacher and mathematics teacher at

culturally responsive teaching, mathematics lesson

competing courses, but as subjects, they are very much

Stuyvesant High School in Manhattan.

planning templates, and a rubric to evaluate existing lessons. The goal of this workshop is to support

intertwined as many advanced statistical concepts have deep roots in calculus. In this workshop, intended for high school mathematics and statistics teachers, we will explore problems in which statistical theory is applied to the real world and take a brief and lively tour of some sophisticated probability distributions in which calculus is a key ingredient. These will include hypergeometric, beta, and Poisson distributions, the Central Limit Theorem (revealing why the normal distribution is

Step Into the Light! Spectrophotometry for Biology and Chemistry Facilitators: MƒA Master Teachers Felisa Lerum, Ph.D., and Suneeta Paroly, Ph.D.

educators with practical, concrete steps for integrating culturally responsive methodologies into the classroom by exploring free, online resources designed by the education startup, Almost Fun. Teachers will review and

MONDAY, MAR 15

provide feedback on Almost Fun’s personalized tool

ONLINE

to support educators in culturally responsive lesson

 SCIENCE

planning and gain familiarity with these resources for

How can we use light to learn more about biology and

their immediate use. This workshop is designed for

chemistry? In this workshop, we will explore the use of

secondary school mathematics teachers.

spectrophotometry as an analytical tool in biology and

Grace Kossia is the Chief Academic Officer of Almost Fun where she

chemistry experiments. We will use a guided-inquiry

leads the development of curriculum content. Prior to joining the

activity to introduce spectrophotometry and related

Almost Fun team, she spent four years in the classroom, where she

principles such as Beer’s Law and absorption spectrum.

We will also demonstrate a range of laboratory activities

worked diligently to develop and teach hands-on physics curricula. She received her training through the Harvard Teacher Fellows Program at Harvard University, where she also earned a master’s in teacher

such as the investigation of enzymes, determination of

education and a bachelor’s in mechanical engineering.

cranberry juice concentration, and the kinetics of dye

Lisa Wang is the CEO of Almost Fun. Prior to joining Almost Fun, she

bleaching. We will conclude with a discussion on how

was a product manager for Google Classroom, building education

these techniques can be used for building student-

technology for teachers and students. While at Google, she also taught

centered projects for biology and chemistry students in both remote and in-person settings.

introductory computer programming and SAT prep through afterschool programs at Title I schools in New York City. She graduated from Harvard College with a degree in Computer Science and Math.

Felisa Lerum and Suneeta Paroly are MƒA Master Teachers and science teachers at Bard High School Early College Queens in Queens.

Teaching Mathematics Through Literacy Facilitators: MƒA Master Teachers Saida Atmaca and Amy Lee MONDAY, MAY 24 ONLINE  MATHEMATICS

Has reading a book ever inspired you to design a mathematics lesson? Students of all ages love to read

54

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Single Session Workshops

build a collaborative culture in your online classroom?

and best practices that foster higher-order thinking

Teachers in this workshop will play the role of students

in a synchronous learning environment. Teachers will

meeting for the first time as a class. They will explore

experience the effort, engagement, and critical thinking

and be read stories of all kinds; funny, scary, or magical,

several activities they can reproduce in their classes

required as they examine several activities from the

and even graphic novels and manga. Storytelling has

that foster connection, ease, and familiarity. Interwoven

perspective of a student. We will also reflect on the

captivated audiences for ages, so why not use it to

in the activities will be skills required for learning

methods that optimize participation, communication,

engage our mathematics students? In this workshop,

in a synchronous and asynchronous classroom, so

collaboration, and depth of learning. We will conclude

we will read various mathematics books, including

as teachers build a sense of community, they are

with a discussion of “Dos and Don’ts” that pertain to

100 Hungry Ants and the Manga Math Mysteries series

simultaneously practicing and testing their ability to

asynchronous lesson design and brainstorm how to

to develop literacy-based activities for our students.

perform the skills required for future assignments.

align content and skills with the tools teachers have available.

This workshop will provide teachers with resources to engage students through literacy in order to maximize their understanding and make mathematical connections to their lives. This workshop is geared

Teaching Online: Optimizing Critical Thinking in an Asynchronous Classroom Facilitator: Kristen Dotti

towards elementary and middle school teachers, but all

WEDNESDAY, MAR 10

are welcome on our mathematics literacy adventure.

ONLINE

Saida Atmaca is an MƒA Master Teacher and mathematics teacher at P.S.

 INQUIRY, PRACTICE, AND LEADERSHIP

Teaching Online: Tips and Tricks for Managing Your Remote Classroom Facilitator: Kristen Dotti WEDNESDAY, FEB 24 ONLINE

049 Dorothy Bonawit Kole in Queens.

Online learning does not have to be devoid of depth;

 INQUIRY, PRACTICE, AND LEADERSHIP

Amy Lee is an MƒA Master Teacher and mathematics teacher at Queens

there are plenty of ways to hone your teaching skills and

While many of us feel confident with the basics of

High School for Language Studies in Queens.

challenge your students within the confines of remote

remote instruction, there are still delays, hiccups, and a

Kristen Dotti writes curricula and leads professional development

instruction. During this workshop, we will explore

suite of things that can go wrong each time we start a

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

several assignments through the lens of a student to

synchronous lesson. These hurdles can leave us feeling

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

experience how higher-order thinking can be integrated

like first year teachers all over again. How might we

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

into an asynchronous learning environment. Then, we

reestablish our mastery of teaching to create vibrant

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

will reflect on the methods that optimize participation,

classrooms where our students apply knowledge, fully

NC home.

communication, collaboration, and depth of learning.

participate, and support each other’s growth? In this

We will conclude by considering “Dos and Dont’s” that

workshop, teachers will learn about and practice several

pertain to distance learning and brainstorming the

techniques that can help make their remote classrooms

alignment of content and skills with the tools teachers

run more smoothly, including tips and tricks to take the

have available.

bumps out of basic procedures, as well as tools to build

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

Teaching Online: Building Community Among Students in a Remote Class Facilitator: Kristen Dotti WEDNESDAY, FEB 10 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

In order to promote intellectual curiosity and advance

deeper connections with their students.

Teaching Online: Optimizing Critical Thinking in a Synchronous Classroom Facilitator: Kristen Dotti

the collective, individual participants must trust one

WEDNESDAY, MAR 3

another so they can take risks, offer ideas, disagree

ONLINE

respectfully, and collaborate freely. Starting the semester with new students who are not meeting in-person presents some unique challenges. Even in a group already familiar with one another, this interdependence can be difficult. How might you

55

 INQUIRY, PRACTICE, AND LEADERSHIP

Kristen Dotti writes curricula and leads professional development training for teachers who enjoy using student-centered techniques. As a teacher, geneticist, and life-long learner, she is constantly exploring new topics from a scientific perspective to grow her mind and feed her passions. Although she travels to different schools each week to help them achieve their faculty development goals, she has made Asheville, NC home.

Online learning does not have to be devoid of depth; there are plenty of ways to hone your teaching skills and challenge your students within the confines of teaching remotely. In this workshop, we will explore techniques

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Single Session Workshops

reporting, but can our students? In this workshop, we will work to find inaccuracies in news articles, determine which sources are reliable, and discuss how to teach

Teaching to the Introverted Student in an Age of Collaboration and Groupwork p Facilitators: MƒA Master Teachers Subarna Bhattacharyya and Sheri Greenspan

these skills to our students. As they will become future voters and potential policy-makers, it is imperative they Teachers will leave this session with a toolbox for how

+ PLEASE NOTE: ALL TEACHERS ARE ENCOURAGED TO DOWNLOAD THE FREE TOOLS FOR TEACHING SCIENCE RESOURCE PRIOR TO THE SESSION.

to show students to identify inaccurate information in science media. Teachers will also understand how to

 INQUIRY, PRACTICE, AND LEADERSHIP

best emphasize and articulate the importance of this

Some of the world’s greatest thinkers were introverts,

skill. Science teachers of every subject and grade level

including Albert Einstein, Abraham Lincoln, Mahatma

are welcome.

Gandhi, Rosa Parks, and Martin Luther King Jr. Our

James Anderson and Jeanne Kopun are MƒA Master Teachers and

classes are filled with a vast array of personalities,

science teachers at Forest Hills High School in Queens.

yet education today is disproportionately geared to

curriculum can be designed to make sure that all personalities, including introverts and extroverts, are

ONLINE  SCIENCE

ONLINE

the extroverted student. There are many ways that

MONDAY, MAR 1

build strong scientific literacy and critical thinking skills.

THURSDAY, APR 29

capitalizing on the comfort level and strengths of

Tools for Teaching Science: Blending Intuition and Intention Facilitator: Perimeter Institute Educator-TBD

Do you want to take your synchronous lessons to the next level? Are you interested in creative ways to modify asynchronous activities? In this workshop, teachers will explore pedagogical strategies for enhanced online learning based on Perimeter Institute’s brandnew resource, Tools for Teaching Science. We will discuss how you can blend your teaching intuition with

Think Beyond the Square: Euclidean Geometry From 2D to 3D Facilitators: MƒA Master Teachers Iantha Chan and Isabella Shen

able to comfortably carry out their best work. Join us as

WEDNESDAY, JUN 9

we consider how we can give introverted students ways

ONLINE

research-proven scientific intention using classroomready digital STEM activities. We will also examine how students learn best and how teachers can utilize pedagogical tools to maintain high quality teaching and learning during remote instruction. The ideas and teaching tools we discuss and share will be most

to thrive in the classroom, which will also help all of our

 MATHEMATICS

students develop their greatness.

In high school geometry, it’s common to cover two

Subarna Bhattacharyya is an MƒA Master Teacher and science teacher at

dimensional problems around distance, lines, and

the Fordham High School for the Arts in the Bronx.

angles, but have you ever wondered how one might

training, and educational outreach in foundational theoretical physics.

Sheri Greenspan is an MƒA Master Teacher and science teacher at the

solve these relations in a three dimensional space?

Founded in 1999 in Waterloo, Ontario, Canada, its mission is to

Academy of American Studies in Queens.

Would it be similar, or would it be different? In this workshop, we will use different modes of representation

That’s Fake News! How to Decipher Mass Media in the Science Classroom Facilitators: MƒA Master Teachers James Anderson and Jeanne Kopun

This course will be facilitated by an educator from the Perimeter Institute. Perimeter Institute is a leading center for scientific research,

advance our understanding of the universe at the most fundamental level, stimulating the breakthroughs that could transform our future.

Perimeter also trains the next generation of physicists through

to solve cognitively demanding problems involving three

innovative programs and shares the excitement and wonder of science

dimensional and analytical geometry including proving

with students, teachers, and the general public.

parallel and perpendicular relationships, determining angle measurements, and finding the distance between

WEDNESDAY, MAY 12

lines and planes. This workshop is best suited for high

ONLINE

school mathematics teachers, but all teachers are

 SCIENCE

relevant to middle and high school science teachers.

welcome to attend.

We are fortunate to live in a time where information is

Iantha Chan and Isabella Shen are MƒA Master Teachers and

freely available and at our fingertips. However, much

mathematics teachers at New Utrecht High School in Brooklyn.

Uncovering Student Thinking Using FACTs Facilitators: MƒA Master Teachers Rocheli Apilan and Maria Cheryl Diangco WEDNESDAY, APR 21 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

of that information, especially science content, is often

Are you looking for new techniques to elicit and

false or misleading. This has been especially true during

identify student preconceptions? Then join us as we

the COVID-19 pandemic as we have witnessed a barrage

explore a rich repertoire of purposeful methods that

of sensational and inaccurate news headlines. Science

weave formative assessment with learning targets. In

teachers are able to spot the many issues with such

this workshop, we will discuss new ideas on how to

56

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Single Session Workshops integrate Formative Assessment Classroom Techniques

Unlocking the Full Potential of Google Drive Facilitators: Tom Bijesse

setting. Teachers will be provided with resources to continue work with Screencastify after the session is

MONDAY, MAR 15

complete. This workshop is suitable for all teachers.

ONLINE

Lauren Friedman is an MƒA Master Teacher and mathematics teacher at

(FACTs) into our virtual or blended classrooms. FACTs

 COMPUTER SCIENCE AND TECHNOLOGY

are specific strategies that utilize an activity, process,

Google Drive is an incredible tool for managing teacher

or question to uncover student understanding, engage

and student work whether you are virtual, in-person, or

students, and encourage discussion. Teachers will

in a hybrid setting. However, with the continual addition

collaborate to review and adapt an existing lesson using

of new features and tools, it can be difficult to keep up!

the tools of FACTs. By the end of the session, teachers

Susan E. Wagner High School in Staten Island.

Using Virtual Manipulatives as Problem-Solving Tools in Mathematics Facilitator: Anne Burgunder

In this workshop, we will start with the basics of Google

MONDAY, MAR 15

will walk away with at least two FACTs they can easily

Drive, including Docs, Jamboard, Sheets, and Quizzes

ONLINE

implement in remote or hybrid settings. Science and

and then experiment with more advanced features such

 MATHEMATICS

mathematics teachers of all grade levels are invited to

as translating documents, advanced equations in docs/

Manipulatives have the potential to deepen learning

join.

sheets, and more! Whether you are new to Google Drive

in the mathematics classroom but often are used

Rocheli Apilan is an MƒA Master Teacher and science teacher at the High

or hoping to learn new tips and tricks, this workshop is

for the purpose of procedural mimicry. Students

School for Health Professions and Human Services in Manhattan.

for you.

can use manipulatives as problem-solving tools that

Tom Bijesse is a former NYCDOE computer science teacher and life-

allow them to construct and interpret mathematical

long learner. Tom has led professional development for thousands of

ideas. Using multiple, simultaneous representations,

educators across three countries on a variety of technical subjects. He is

including manipulatives, should be central to learning

Maria Cheryl Diangco is an MƒA Master Teacher and science teacher at School for Classics High School in Brooklyn.

Unlocking the Full Potential of Google Classroom and Meets Facilitator: Tom Bijesse TUESDAY, MAR 2 ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

Whether teaching virtually, in-person, or in hybrid settings, Google Classroom and Google Meets are valuable tools that support student growth and foster organized and efficient learning environments. In this workshop, we will discover the many ways in which Google Meets and Google Classroom can be utilized in the K-12 classroom. We will begin by interacting with the standard features of both tools, work our way up to some of the more advanced features that save time and energy, and set up systems that hold students accountable for their work. Whether you are just getting started or are hoping to learn new tips and tricks, this workshop is for you.

Tom Bijesse is a former NYCDOE computer science teacher and lifelong learner. Tom has led professional development for thousands of

a curriculum developer and trainer for Mouse, a NYC-based non-profit with a focus on Technology for Good.

Using Screencastify to Enhance Instruction Facilitator: MƒA Master Teacher Lauren Friedman MONDAY, FEB 8 ONLINE  COMPUTER SCIENCE AND TECHNOLOGY + PLEASE NOTE: SCREENCASTIFY IS COMPATIBLE WITH MOST DEVICES RUNNING THE DESKTOP VERSION OF GOOGLE CHROME WHICH DOES INCLUDE SOME TABLETS. SCREENCASTIFY IS NOT COMPATIBLE WITH MOBILE DEVICES.

Incorporating videos into the classroom has become

mathematics and they serve as an important vehicle for communicating mathematical ideas. “Learning to construct and interpret representations involves learning to participate in the complex practices of communication and reasoning in which the representations are used.” (Greeno and Hall, 1997) In this workshop, we will explore ways in which virtual manipulatives can both deepen mathematical understanding and provide better access to critical ideas for a wide range of learners.

Anne Burgunder is widely regarded as a teacher’s teacher. Currently, she is a clinical faculty member of New York University’s Steinhardt School

exponentially more important over the last year.

of Education where she teaches mathematics methods courses and

Screencastify is a helpful add-on to your browser that

mentors student teachers in the field. Anne’s wide-ranging experience

makes it easy to record, edit, and upload personalized

makes her a true mentor to new and seasoned teachers alike. She is

videos to various platforms. The goal of this workshop is to discuss and develop ideas for using Screencastify to

dedicated to helping teachers increase student achievement through improved instruction and the development of pedagogical content knowledge.

integrate videos and enhance instruction. We will start with an overview of the add-on and learn how to record videos followed by work in small groups to practice and learn more about Screencastify. We then will come back

educators across three countries on a variety of technical subjects. He is

together to discuss how to best use these videos in our

a curriculum developer and trainer for Mouse, a NYC-based non-profit

classrooms, whether in a synchronous or asynchronous

with a focus on Technology for Good.

57

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Single Session Workshops “Wait, What Day of the Week Is It?”: The Doomsday Algorithm Facilitator: MƒA Master Teacher Emeritus Arup Mukherjee TUESDAY, JUN 1 ONLINE  MATHEMATICS

Have you ever wondered on which day of the week you were born, if Christmas will fall on a Monday next year, or if New Year’s Eve will be on a Friday? The Doomsday algorithm is a simple yet elegant way to quickly answer these questions and more. The algorithm, devised by the late John Conway in 1973, draws inspiration from Lewis Carroll’s perpetual calendar algorithm. Join us as we practice using the algorithm, study the patterns that underlie it, and consider other methods for determining the day of the week. You will leave this workshop with a fun activity to use with students while enjoying a relaxing evening of mathematics with your colleagues.

This session is open to all teachers.

Arup Mukherjee is an MƒA Master Teacher Emeritus and mathematics teacher at Bard High School Early College Queens in Queens.

Where Can Citi Bike Take You? Facilitators: MƒA Master Teachers Mimi Ong Ante and Mimi Prabhu TUESDAY, MAR 23 ONLINE  SCIENCE

The buzz of the city: cars, pedestrians, joggers, construction, outdoor dining, other cyclists - is there

join us as we explore the Citi Bike database to design project-based opportunities for your students. By bringing this database into your curriculum, students will utilize both mathematics and science to analyze data to improve their communities and propose new spaces, docks, and routes for bike sharing, while also considering carbon offset and other environmental impacts. This course is best suited for high school science teachers looking to integrate local sustainability issues and statistical analysis into their curricula.

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

Mimi Prabhu is an MƒA Master Teacher and science teacher at Stuyvesant High School in Manhattan.

anything a NYC bike rider cannot handle? Cyclists must continually collect data as they assess their surroundings and safety, but did you know Citi Bike also collects data? For every ride, over twenty points of data are gathered and anyone can easily download and analyze this information. If you have been looking for new ways to bring data and statistics into your classroom, then

58

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

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

59

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Interest Groups Abolitionist Teaching p Facilitators: MƒA Master Teacher Elizabeth Whelan and MƒA Early Career Teacher Scott Justus, Ph.D.

Bitmoji in the Classroom Facilitators: MƒA Master Teachers Amy Lee and Christina Varghese, Ph.D. TUESDAY, APR 27 ONLINE  COMMUNITY

Getting Started With Grant Writing and DonorsChoose Facilitators: Andy Yung and MƒA Master Teachers Steven Oszust and Jordan Wolf MONDAY, APR 12 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

MONDAY, MAY 24

Are you interested in finding creative ways to connect

ONLINE

with your students during remote instruction? One

Has the switch to remote teaching left you in need of

way is to create a virtual classroom using Bitmojis!

new resources? Are you interested in acquiring these

A Bitmoji is a personalized cartoon avatar featuring

resources but don’t have the budget to do so? Then look

you and can be a playful way to provide feedback on

no further than DonorsChoose. Join us as we teach you

online student work. Teachers will create Bitmojis

the art of grant writing and help you write and submit a

as a way to personalize their Google Classroom and

DonorsChoose grant. The skills learned in this session

virtual, interactive backgrounds for Google slides.

will be transferable to many other grant applications as

Teachers’ interests will guide our group as we explore

well.

ways to personalize presentations, videos, and Google

Andy Yung is a pre-K teacher at P.S. 244Q The Active Learning

Classroom banners to engage students.

Elementary School. He has used DonorsChoose.org to raise over

 INQUIRY, PRACTICE, AND LEADERSHIP

Are you interested in the abolitionist teaching movement? What would it be like to create an antiracist curriculum and foster meaningful connections with students of color by committing to learning about their cultures and communities? Join us as we explore the ideas from the 2020 Abolitionist Teaching and the Future of our Schools panel and discuss how to bring abolitionist teaching into our STEM classrooms.

$35,000 for his classroom, school, and community and is always willing to help those who wish to start their own crowdfunding journey.

All Levels Vinyasa Yoga Facilitator: Emilie Brockmann THURSDAY, FEB 11 TUESDAY, APR 6 ONLINE  COMMUNITY + PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Elementary Teacher Meet-Ups Facilitators: MƒA Elementary School Teachers MONDAYS, FEB 22, MAR 22, APR 26 ONLINE  COMMUNITY

 COMMUNITY

Are you a K-5 educator interested in connecting with

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

other elementary school teachers? Join us in this

a bit intimidated? Vinyasa yoga incorporates all levels

monthly virtual space to connect and support one

of movement, making it perfect for beginners. In

another as we continue to tackle the challenges of

this hour-long session, we will move the body safely

teaching through the pandemic.

through carefully curated yoga postures as we explore seek balance, and stretch and strengthen the muscles.

By linking breath to movement our practice will become a moving meditation.

Emilie Brockmann is a yoga instructor, sound meditation facilitator, and wellness practitioner.

THURSDAYS, MAR 25, MAY 20 ONLINE

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you interested in starting a yoga practice but feel

different breathing techniques, build heat in the body,

Juggling the Demands of Teaching and Parenting Facilitator: MƒA Master Teacher Janice Kwan

Are you interested in meeting other teachers also trying to find a healthy balance between teaching demands and parenting young children during the COVID-19 pandemic? Let’s come together to provide support and offer creative ideas to one another as we strive to find

Finding Your Perfect School Facilitator: MƒA Early Career Teacher Jenn Leyva

this healthy balance.

MONDAY, MAR 15 ONLINE  COMMUNITY

Are you interested in finding a school where you feel like you belong? In this interest group, we will explore our own values as teachers and investigate how to find a school community that suits you.

60

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Interest Groups MƒA Star Party Facilitators: MƒA Master Teachers David Deutsch and Alia Jackson

Middle School Teacher Meet-Up Facilitator: MƒA Master Teacher Christa Buccola TUESDAY, FEB 23

-- whatever fun projects you have in the works! Share a technique, learn a technique, or just show up for the

 COMMUNITY

school educators to share your fall experience? Do you want to connect with those who truly understand the

 SCIENCE

special group of humans we call middle schoolers? Do

Are you interested in stargazing? Join us for a socially-

you want to give and receive support as we exchange

distanced evening viewing the night sky with telescopes,

tips and tricks for virtual and hybrid learning? Or perhaps

cell phone apps, and other fun astronomy-related

you just need some understanding folks to decompress

activities! The urban evening sky offers more to share

with? Join us to connect and collaborate with MƒA

than you may realize: planets, the moon, double stars,

middle school teachers.

Mindful Yoga Practice Facilitator: Roque Rodriguez

continue this work in the May mini-course, Oooh the

THURSDAY, FEB 25 TUESDAYS, MAR 23, APR 20, MAY 18

Colors!: Unlocking Light’s Secrets Virtually, which will

ONLINE

delve deeper into the science of light.

Overbooked Facilitators: MƒA Master Teachers Phylicia Hoyt and Theresa Stanley MONDAY, FEB 8 TUESDAY, MAR 16 WEDNESDAY, APR 21 THURSDAY, MAY 27 ONLINE  COMMUNITY + PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

wispy nebula, fuzzy star clusters, and galaxies. Teachers

for meteorites in Central Park. Teachers are invited to

encouragement and compliments.

Are you interested in meeting up with other middle

MONDAY, APR 19

setups, learn about several cell phone apps, and search

graphing calculator cozy, your golden rectangle quilt

ONLINE

ONLINE

will have an opportunity to see a variety of telescope

us and show off your 3D-printed Klein bottle, your

Are you interested in reading for FUN but don’t always have time? Join our book club as we read (mostly fiction) for enjoyment! In the past we have read books such as Red, White and Royal Blue by Casey McQuiston,

 COMMUNITY + PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

MƒA Think Tank for Future Facilitation Facilitators: MƒA Program Officer for Professional Development Courtney Ginsberg and MƒA Master Teacher TBD WEDNESDAY, FEB 10 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

Are you looking for an hour of mindfulness and selfcare? Join us for a mindful yoga experience in which you turn your attention inward and link movement to breath. After warming our bodies, we’ll move through a vigorous, yet mindful yoga flow. This session is open to all yoga practitioners - from first-timers to seasoned yogis.

Are you interested in facilitating a course at MƒA and don’t know where to start? Do you have a course idea and want help to fully develop it? Do you have questions

Roque Rodriguez a yoga instructor and founder of Suryaside Yoga and Wellness in Queens, NY.

about the proposal process? Then join us to find out more about what it takes to create a successful proposal as MƒA teacher facilitators share their successes and challenges in proposing courses. You will have an opportunity to share your ideas with other teachers and to give and receive feedback.

Nerdy Makers Facilitator: MƒA Master Teacher Brooke NixonFriedheim MONDAY, MAY 10 ONLINE  COMMUNITY

Are you interested in crafting, making, and adding a bit of “nerd” flavor to your maker projects? Join 61

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Interest Groups

a self-paced tutorial on typesetting mathematics and other essential features of Coauthor. Then, we will work together on a low-threshold/high-ceiling problem, and

The Yellow House by Sarah M. Broom, My Sister, the Serial Killer by Oyinkan Braithwaite, Exit West by Mohsin

at the same time, put into practice what we learned

MONDAY, APR 5

from the tutorial.

ONLINE  COMMUNITY

Hamid, The Dreamers by Karen Thompson Walker, The Immortalists by Chloe Benjamin, and many more!

Problem-Solving Group Facilitators: MƒA Master Teachers Jeremy Shahom and Michael Wijaya WEDNESDAY, MAR 17 ONLINE  MATHEMATICS

Are you interested in collaborating on challenging mathematics problems with other MƒA teachers? Do you want to try out Coauthor, a new online tool to facilitate collaborative work? Would you like to learn to typeset mathematics using LaTeX? We will start with

When Did This Pandemic Start? Tenures Ago Facilitators: MƒA Early Career Teachers Jossie Forman and Erika Richardson

Restorative Yoga Facilitator: Emilie Brockmann TUESDAYS, MAR 9, MAY 4 ONLINE

Are you interested in starting to plan for tenure during the pandemic? Are you curious how the pandemic has impacted this process? Join us as we troubleshoot ideas and start planning for tenure!

 COMMUNITY + PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you feeling stress, tightness, or pain in your body?

An hour of restorative yoga could help! This passive practice is slow and meditative and can soothe the nervous system, promote rest, and restore health to both the mind and body. The postures we will explore stimulate circulation and the parasympathetic nervous system. This breath-centered practice allows the muscles to release and over time increase flexibility.

Whether you’re brand new to yoga or a lifetime practitioner, restorative yoga is for you!

Emilie Brockmann is a yoga instructor, sound meditation facilitator, and wellness practitioner.

Sleep Is Self-Care: Promoting Better Sleep Hygiene in Students and Educators Facilitators: MƒA Early Career Teachers Bill Rodriguez and Kevin Zhou THURSDAY, MAR 11 ONLINE  COMMUNITY

Are you interested in learning and discussing how sleep affects your physical, emotional, and mental health? Join us as we explore the implications of our sleep patterns and those of our students. We will constructively engage in conversations around sleep research to learn and apply better sleep practices in a concerted effort to promote better sleep hygiene and improve personal well-being for all.

62

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Affinity Groups + PLEASE NOTE: FOR ALL AFINITY GROUPS, YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Asian American Affinity Group p Facilitators: MƒA Master Teachers Brian Lam, Sin Li, and Cathy Xiong WEDNESDAYS, FEB 24, MAR 3, APR 7, MAY 5 TUESDAY, JUN 1 ONLINE  COMMUNITY

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? Join us as we encourage and support one another while strengthening and amplifying Asian American voices in education.

Black, Latinx, and POC Affinity Group p Facilitators: MƒA Master Teachers Eric Portales, Michelle Sims, and Alvis Wilson, and MƒA Early Career Teacher Josh Modeste WEDNESDAYS, FEB 24, MAR 24, APR 28, MAY 26, JUN 9 ONLINE  COMMUNITY

Do you identify as a Black, Latinx, Indigenous, or POC educator who is interested in discussing the experiences and challenges faced by BIPOC in the world of education? Join us as we consider the issues faced by our communities and support one another in our

LGBTQIA+ Affinity Group p Facilitators: MƒA Master Teachers Pooja Bhaskar and Lisa Bueno, and MƒA Early Career Teacher Nakita VanBiene

community.

teachers and students in this community? Join us as we work together to support each other and our students in this vastly growing community.

WEDNESDAYS, FEB 10, MAR 10, APR 14, MAY 12, JUN 2 ONLINE  COMMUNITY

Are you interested in meeting other queer educators in the MƒA community? Collaborate and recharge with like-minded LGBTQIA+ STEM teachers and discuss the common challenges we may face. Our agenda will be set by the needs of our community.

White Anti-Racist Educators Affinity Group p Facilitators: MƒA Master Teachers Brian Palacios and Abbie Sewall TUESDAYS, MAR 2, APR 13, MAY 11 THURSDAY, JUN 3 ONLINE  COMMUNITY

Are you a white person interested in working towards

endeavors in STEM education. We will meet once per month, and our agenda will be set by the needs of our

educational experiences and challenges faced by both

Middle Eastern North African (MENA) Affinity Group p Facilitators: MƒA Master Teachers Sarah Tazghini and Mehmet Zubaroglu

a more racially just educational system? Join us as we learn from and support one another by taking on a more vocal role as we work to seek out ways to lean into racial discomfort, decenter ourselves, and dismantle

MONDAY, FEB 8

our privilege in educational settings. We will meet once

ONLINE

a month, and the needs of the community will set our

 COMMUNITY

agenda.

Are you interested in joining a group of Middle Eastern and North African (MENA) educators to discuss the 63

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

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

64

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Thursday Thinks

has taken her to six continents, where she has organized and led over

a more just and creative place. “The universe is made of

25 scientific research expeditions. Jess is a Fellow in The Explorers

stories,” wrote the poet Muriel Rukeyser, “not atoms.”

Club and the Royal Geographical Society, a host on the Discovery and Science Channels, an invited TEDx speaker, and has appeared in The

Eve Abrams is a radio producer, writer, audio documentarian, and

New York Times, The Washington Post, Wired, Fast Company, National

educator whose work centers on amplifying the voices from her

Public Radio, CNN, and NBC. She has also written for the BBC and Face

adopted hometown, New Orleans. She produces the audio project

The Current magazine. Jess is the author of the upcoming book Ms.

Unprisoned, which tells stories at the intersection of the criminal

Adventure: My Wild Explorations in Science, Lava, and Life from Timber

legal system and human lives. Unprisoned was a Peabody finalist, has

Press (Spring 2021).

received several awards including a Gabriel, and is the foundation for Eve’s TED talk, The Human Stories Behind Mass Incarceration. Eve’s radio stories air on a host of national programs and podcasts such as Reveal, Morning Edition, Marketplace, All Things Considered, 30 for 30, and This American Life. Eve’s writing can be found in the New Orleans Atlas Unfathomable City, Fourth Genre, and Louisiana Cultural Vistas.

She is the co-author of the book, Preservation Hall. Eve was a 2017 Robert Rauschenberg Artist as Activist Fellow. She has been a classroom teacher for 25 years and taught grades 3-6 for a decade in a New York City public school.

Volcanology: Danger, Discovery, and Delight Speaker: Jess Phoenix THURSDAY, FEB 4 ONLINE  SCIENCE

The Earth is a living planet and every day, scientists around the world work hard to uncover its secrets—even the deadly ones. Volcanoes are the embodiment of how nature allows for beauty and brutality to coexist. They are unique windows into the planet’s ongoing processes of creation and destruction. In this talk, volcanologist Jess Phoenix explores the wonders and risks of participating in the scientific process to save lives, and shares from her years of research using time-tested and cutting edge scientific techniques to take the pulse of our planet’s beating heart.

Jess Phoenix is Executive Director and co-founder of the environmental

The Revolutionary Act of Listening Speaker: Eve Abrams THURSDAY, MAR 4 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

In this talk, Eve Abrams explores how deep listening is an act of generosity and respect; it demonstrates to people that they matter, their stories and ideas matter, and their voices are important. In Eve’s work, she has found

COVID-19 Vaccines: What Do We Know Four Months Into Vaccine Rollout?

Speaker: Florian Krammer, Ph.D.

that active, respectful listening is a crucial ingredient

THURSDAY, MAR 25

for both teaching and crafting beautiful, evocative

ONLINE

audio documentaries. It is through sharing and hearing

 SCIENCE

an extreme explorer, host of the Catastrophe! podcast, and a former

one another’s stories, and being proximate with one

What have we learned since the rollout of COVID-19

candidate for United States Congress. Her expertise is in lava flows

another’s realities, that we can transform our world into

vaccines began in December 2020? How effective

science research organization Blueprint Earth. She is a volcanologist,

and natural hazards, with an emphasis on volcanic hazards. Her work

65

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

TED Talk has been viewed over two million times. She has won eight major awards from national and international societies devoted to

Thursday Thinks

psychology, sport psychology, and education. Beilock earned her B.S. in cognitive science from the University of California, San Diego, and doctorates of philosophy in both kinesiology and psychology from Michigan State University.

and safe are the vaccines? What do we know about immunity against the new virus variants? Do the vaccines protect against asymptomatic transmission?

And do you really need to be vaccinated if you’ve already contracted COVID-19? Join renowned virologist Dr. Florian Krammer as he shares the latest on vaccines, immune responses to SARS-CoV-2 infections, and the vaccine rollout in New York, nationwide, and internationally. Dr. Krammer will also discuss additional vaccines in development, how the situation might evolve in the next few months, and how we might better prepare against future pandemics.

Dr. Florian Krammer graduated from the University of Natural Resources and Life Sciences, Vienna, Austria. He received his postdoctoral training in the laboratory of Dr. Peter Palese at the Icahn School of Medicine at Mount Sinai, New York working on hemagglutinin stalk-based immunity and universal influenza virus vaccines. In 2014 he became an independent principal investigator and is currently Mount Sinai Professor of Vaccinology at the Icahn School of Medicine at Mount Sinai. Dr. Krammer’s work focuses on understanding the mechanisms of interactions between antibodies and viral surface glycoproteins and on translating this work into novel, broadly protective vaccines and therapeutics. The main target is influenza virus but he is also working on coronaviruses, flaviviruses, hantaviruses, filoviruses, and arenaviruses.

Math Anxiety: Who Has It, Why It Develops, and How to Guard Against It Speaker: Sian Beilock, Ph.D. THURSDAY, APR 15 ONLINE  MATHEMATICS

Basic math skills are important for success in school and everyday life. Yet many people experience apprehension and fear when dealing with numerical information, termed math anxiety. Perhaps not surprisingly, math anxiety is associated with poor math performance. In this talk, Sian Beilock explores the cognitive, neural, and social antecedents and consequences of math anxiety, revealing some surprising insights into its onset, risk factors, and elimination.

Dr. Sian Beilock is the eighth President of Barnard College at Columbia

THURSDAY, MAY 6 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

Since 2010, The Story Collider has brought true and personal stories about science to life through their many live shows as well as their weekly podcast. The knowledge gained has been instrumental in teaching scientists how to use narrative in their work to show that science is now, more than ever, a vibrant and integral part of all of our lives, and that everyone — regardless of class, race, gender, sexuality, or education — has a story to tell about how it has impacted them. At this Thursday Think, you’ll hear from MƒA Master Teacher storytellers as they share the times things went wrong, and

University, the premier institution for empowering women to change

occasionally right, in their labs, classrooms, and beyond.

the world. Prior to her appointment, Beilock served at the University

Some of the stories will be heartbreaking, others will be

of Chicago as Executive Vice Provost, an officer of the university, and

hilarious, but they will all be true and very personal.

the Stella M. Rowley Professor of Psychology. She is one of the world’s leading experts on the brain science behind “choking under pressure” and the brain and body factors influencing all types of performance: from test-taking to public speaking to your golf swing. Beilock has authored two critically acclaimed books—Choke and How the Body Knows Its Mind—and over 100 peer-reviewed publications. Her 2018

66

The Story Collider Speakers: Nisse Greenberg with MƒA Storytellers

Nisse Greenberg is a Senior Producer with the Story Collider. He is also an educator and storyteller who has won multiple Moth StorySlams and First Person Arts Slams. He teaches math to high school students and storytelling to adults. He is the person behind the shows Drawn Out, Bad Feelings, and VHS Presents. His playground is at nissegreenberg. com and he is Nisse@storycollider.org.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

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

67

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Community Contributions: Semester Long Applicant Screener Coordinated By: MƒA Director of Admissions & Recruitment Ava Javid WEDNESDAY, MAY 26 ONLINE  COMMUNITY + PLEASE NOTE: SCREENERS MUST BE AVAILABLE FROM 9 A.M. - 4 P.M. ON AT LEAST ONE OF THE FOLLOWING JUNE 2021 INTERVIEW DAYS: SATURDAY, JUN 5 SUNDAY, JUN 6 SATURDAY, JUN 12 SUNDAY, JUN 13 SATURDAY, JUN 19 SATURDAY, JUN 26

essential in encouraging and supporting prospective applicants through the application process. We are looking for teachers interested in helping to create a diverse MƒA community composed of a wide range of

WEDNESDAY, FEB 3

great teachers. All Information Session Hosts will prepare

ONLINE

by attending a mandatory virtual orientation meeting

 COMMUNITY

to become familiar with their roles and responsibilities.

+ PLEASE NOTE: BEFORE SIGNING UP, PLEASE BE CERTAIN YOU ARE AVAILABLE FOR THE PRAXIS PREP SESSION ALIGNED TO YOUR CONTENT AREA:

They will then be required to participate in two virtual Information Sessions held via Zoom in the spring semester (dates will be shared later).

MƒA Think Tank for Future Facilitation Planner Coordinated By: MƒA Program Officer Courtney Ginsberg WEDNESDAYS, FEB 3, FEB 10 ONLINE  COMMUNITY

foundation in content, pedagogy, and knowledge of

+ PLEASE NOTE: BEFORE SIGNING UP, PLEASE BE CERTAIN OF THE FOLLOWING:

teachers. Screeners will be assigned to an interview panel to help gain insight on fellowship finalists as they participate in a two-part interview process. Screeners will first attend a mandatory virtual orientation to learn about

THURSDAY, FEB 11: EARTH SCIENCE, MATHEMATICS, CHEMISTRY, GENERAL SCIENCE, ELEMENTARY MATHEMATICS FRIDAY, MAR 5: BIOLOGY, PHYSICS, ELEMENTARY SCIENCE.

Screeners help MƒA identify teachers with a strong students to become a part of our MƒA community of

Praxis Prep Session Facilitator Coordinated By: MƒA Director of Admissions & Recruitment Ava Javid

1) YOU MUST HAVE PREVIOUSLY SUBMITTED A COURSE PROPOSAL AND FACILITATED MORE THAN ONE WORKSHOP AT MƒA. 2) YOU ARE AVAILABLE ON WEDNESDAY, FEBRUARY 10 TO CO-FACILITATE THE THINK TANK FOR FUTURE FACILITATION WORKSHOP.

Praxis Prep Session Facilitators play a key role in helping prospective MƒA applicants prepare to take the Praxis exam in their content areas. In many cases, the facilitator serves as a person on the frontline of recruitment, answering not only content-related questions, but also responding to general questions about MƒA fellowships.

As part of this community contribution, Praxis Prep Session Facilitators will attend a virtual orientation to learn about their roles and responsibilities, and will later lead a virtual two-hour Praxis Prep Session with prospective applicants in the subject area they teach.

Professional Development Catalog Builder Coordinated By: MƒA Director of Professional Development Leah Hirsch, MƒA Program Officers Courtney Ginsberg and Uzma Shah

the screening process. Then, on their assigned screening

Are you interested in supporting and encouraging

day, they will facilitate virtual interviews as the host of the

teachers as they propose courses at MƒA? Join us as we

Zoom session and collaborate with a team of experts to

create a space for teachers to share and workshop their

observe applicants’ presentations and conduct interviews.

course ideas. Whether they don’t know where to start,

Over the course of the day, screeners will interview up to

have an idea but want to solidify it, are looking for a co-

WEDNESDAYS, APR 14, APR 28

five teacher applicants and provide insight as to whether

facilitator, have questions about the process, or all of the

ONLINE

candidates meet the MƒA Master Teacher Fellowship

above; we will guide them on their journey.

criteria.

 COMMUNITY

Are you interested in playing an integral role in supporting the design of the MƒA Professional Development Catalog?

Join us as we review teacher course proposals and plan

Information Session Host Coordinated By: MƒA Director of Admissions & Recruitment Ava Javid WEDNESDAY, FEB 3 ONLINE  COMMUNITY

Are you looking for a meaningful way to share your MƒA experience with others? Current MƒA Teachers are 68

the MƒA program for the 2021-2022 academic year. As a team, we’ll discuss research on effective professional development, read and offer insights about course

*Community Contributions are opportunities for Master Teachers who have completed more than one fellowship.

proposals, and collaborate to plan a program that responds to the wants and needs of the MƒA teacher community. We will also consider how best to prepare for the Fall 2021 Catalog given our current circumstances and the unpredictability of the future.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Community Contributions: Semester Long

will work with New Visions for Public Schools to adapt New Visions Earth Science and Biology curricula to be more accessible for remote learning. This collaboration

Community Contributions: Year Long

between MƒA and New Visions will provide greater access

Program Evaluation Advisor Coordinated By: MƒA Director of Program Evaluation Jenny Hanrahan and MƒA Research Associate Tsamchoe Dolma WEDNESDAYS, MAR 24, APR 28 ONLINE  COMMUNITY

to materials built by and for teachers.

Small-World Network Community Mobilizer Coordinated By: MƒA Director of Data Systems Miriam Ignatoff WEDNESDAYS, FEB 10, APR 14 ONLINE

+ PLEASE NOTE: THESE COMMUNITY CONTRIBUTIONS BEGAN IN THE FALL, AND REGISTRATION IS CURRENTLY CLOSED.

Equity Advisory Committee p Coordinated By: MƒA Staff THURSDAYS, FEB 11, MAR 11, APR 8, MAY 20 ONLINE

The Program Evaluation team at MƒA is working to

 COMMUNITY

 COMMUNITY

strengthen the way we measure and communicate MƒA’s

Share your knowledge with the MƒA Community! Help

impact on teachers, students, and school communities.

How might we ensure that learning opportunities are

start discussions and respond to questions on the Small-

A particularly challenging area for the team has been

equitable for all teachers at MƒA? As a member of the

World Network (SWN). Mobilizers will be asked to log

collecting data that demonstrates MƒA’s impact on

Equity Advisory Committee, you will have opportunities

into the SWN at least once per week to respond to posts

student engagement and achievement in mathematics

to advise MƒA leadership in our efforts to prioritize and

or ask questions. Teachers will also be responsible for

and science, without focusing too heavily on test scores.

build on diversity within the MƒA community. This group

selecting at least one post per week to be included in the

Please join us as thought partners in this important

will consider different perspectives on equity espoused

community digest email.

by MƒA teachers, help to refine a shared definition for

and challenging work. Teachers in this community contribution will provide feedback on the Program Evaluation team’s current data project, which involves tracking credit accumulation in higher level math courses

MƒA, and provide feedback and input on action plans designed to foster an inclusive and empowering learning environment for all teachers at MƒA.

among students taught by MƒA teachers. Program Evaluation Advisors will also be invited to suggest ideas for future data inquiries.

Science Curriculum Reviewer for Remote Learning Coordinated By: MƒA Senior Education Researcher John Russell and New Visions Director of Curriculum & Instruction Kiran Purohit

Summer Think Planner Coordinated By: MƒA Program Officer Courtney Ginsberg MONDAYS, FEB 1, MAR 8, APR 12, MAY 10, JUN 14 ONLINE  COMMUNITY

If you’re a creative and passionate teacher, have innovative

MONDAYS, JAN 25, MAR 15

ideas about conference programming, possess time

ONLINE

management and organizational skills, have an open and

 SCIENCE

Sharing classroom best practices has become even more important as teachers have shifted to remote or hybrid instruction, and the need for remote resources has never been more pressing. How might we create opportunities to transform science resources for our remote classrooms? In this community contribution, teachers

69

collaborative spirit, and have attended at least one MƒA Summer Think, then this community contribution is for you! Planners meet monthly to design, plan, and support the 2021 Summer Think and must be willing to do work in between sessions, including proposal reading, emailing teachers, and brainstorming ideas. Additionally, all Planners are expected to attend the 2021 Summer Think.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

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

70

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021

Wednesday Webinars

Detailing Racialized and Gendered Mechanisms of Mathematics Instruction p Speaker: Luis A. Leyva, Ph.D. WEDNESDAY, MAY 19

Productive Uncertainty in the Science Classroom Speaker: Eve Manz, Ph.D. WEDNESDAY, MAR 10 ONLINE  SCIENCE

Uncertainty is central to scientific activity. Scientists explain because they are unsure. They argue with and about evidence because they disagree. And it is increasingly clear that people grapple every day with the uncertainty about how scientific evidence should guide personal and political choices. In this webinar, Dr. Eve Manz will explore the role of uncertainty in STEM activity and share strategies developed with groups of elementary school teachers. These strategies have paved a way to make use of scientific uncertainty to support learning that is purposeful, collective, and conceptually powerful.

ONLINE  MATHEMATICS

Calculus courses, in particular, operate as gatekeepers that contribute to racialized and gendered attrition in persistence with mathematics coursework and pursuits in STEM. In this talk, Dr. Luis A. Leyva will unpack instructional mechanisms of inequality as he presents findings from a study of historically marginalized students and their perceptions of racialized and gendered features of calculus instruction. These students reported experiencing stereotyping and a lack of representation in their calculus classrooms and in STEM fields.

Together, these experiences shaped students’ reports of instructional mechanisms of inequality or teacher moves that appear to be neutral but actually reinforce racial and gendered inequities. These reported mechanisms marginalize students’ opportunities for 1) participation

Dr. Eve Manz is Assistant Professor of Science Education at Wheelock

and instructor support, 2) same-race, same-gender

College of Education & Human Development. Dr. Manz works

peer support, and 3) feeling a sense of belongingness

with elementary teachers to design rich and rewarding learning

in STEM. Dr. Leyva will also discuss the implications on

environments – learning environments that capitalize on children’s

teacher practice and provide insights on working towards

curiosities, concerns, and ways of thinking to support disciplinary engagement. She received the 2019 National Association of Research

instructional moves that disrupt racialized and gendered

in Science Teaching’s Early Career Research Award and serves on

mechanisms.

the National Academy of Science and Engineering’s Committee on Enhancing Science in Pre-kindergarten through Fifth Grade.

Dr. Luis A. Leyva is an assistant professor of mathematics education at Vanderbilt University - Peabody College and was recently distinguished with a 2020 National Academy of Education/Spencer Postdoctoral Fellowship. His research explores how interlocking systems of racism, white supremacy, and cis-heteropatriarchy shape historically marginalized students’ experiences of undergraduate STEM instructional and support practices. He was a certified K-12 mathematics teacher in New Jersey and holds six years of professional experience in STEM co-curricular programs for historically marginalized college students, including the Upward Bound Math-Science Summer Bridge Program and STEM Talent Expansion Program (National Science Foundation).

71

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2021