MƒA Winter/Spring 2019 Professional Development Course Catalog

Professional Development Catalog Winter/Spring Semester: February - June 2019

Contents MƒA Programming

3

General Information & Registration

4

Fellowship Specifics

5

Summary of PD Courses

6

Professional Learning Teams (PLTs)

9

Mini-Courses

19

Extended Length Courses

31

Single Session Workshops

33

Cohort and Fellowship Meetings

45

Interest Groups

48

Thursday Thinks

53

Community Contributions

56

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

MƒA Professional Development

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

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

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

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

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

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

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

Thursday Thinks are monthly events, open to both MƒA Teachers and their colleagues from the larger math and science community. These events feature engaging and accomplished speakers who delve into cutting edge topics in math and science.

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

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

GENERAL INFORMATION Most MƒA programming takes place at the MƒA office. Some courses are held at other locations throughout the city. Please check course listings for details. The MƒA office houses a lounge and library for all MƒA community members as well as classrooms and conference rooms for workshops.

All MƒA teachers are expected to be on time for workshops. The MƒA lounge is available for teachers to work after school. Pizza will be served and you should plan to arrive at your workshop location with enough time to be settled in the classrooms and ready to begin.

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

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

Parent-Teacher Conferences

Elementary School

Middle School

High School

Curriculum Nights

March 13 & 14 March 26 & 27

May 15

May 16

March 7 & 8

May 9

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

January 22, 4 pm: Limited Registration begins - During the two day Limited Registration Period, you may register for two credit bearing courses and add yourself to two waitlists. You are free to register for as many non-credit bearing as you can commit to attending.

January 24, 4 pm: Open Registration begins - When Open Registration begins, you may register for as many additional courses as you can commit to attending in full.

Register at: mfa.force.com/smallworldnetwork 4

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Fellowship Specifics Requirements & Expectations for All Fellowships

Fellowship Years

Fellowship General Requirements

1st

2nd

3rd

4th

1st

2nd

3rd

4th

Register and attend Fellowship Orientation

×

×

×

Register and attend Monthly Cohort Meeting(s)

×

×

×

2nd

3rd

4th

×

×

×

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

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

Register and attend Annual Cohort Meeting(s)

×

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

1st Register and attend Fellowship Orientation Maintain a consistent presence at MƒA throughout the year Meet the minimum attendance requirements of 7 workshops Complete all MƒA surveys on time

Mid-Fellowship Meeting at the start of the 3rd fellowship year is required for all MTs

×

×

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

×

×

×

1st

2nd

3rd

4th

×

×

×

×

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

×

Complete all MƒA surveys on time 5

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Summary of PD Courses COMPUTER SCIENCE AND TECHNOLOGY

Early Career Teacher Mentor (Year Long) (CC)

Planning and Delivering Pedagogical PDs (IG)

Talk to Anyone: Improv for Professionals (SSW)

Algorithmic & Design Thinking for All Learners with JavaScript (MINI)

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

Practice Your Poker Face for the MƒA Poker Tournament (IG)

Teacher Voices Blog Editor (CC)

Assessing Student Learning in the Computer Science Classroom (PLT)

Educational Travel with Students (IG)

PRAXIS Warm-Up Facilitator (CC)

Book Club: Equity, Culturally Responsive Teaching, and the Brain

Productive Struggle in STEM (PLT)

Coding a Social Justice Curriculum (MINI)

(PLT)

Competitive Robotics (IG)

Full STEAM Ahead (PLT)

Computer Science Teacher Meet-Up

Fund for Teachers Selection Committee (IG)

(IG)

Creative Coding Projects in p5 (MINI) Getting Started with Arduinos (MINI) Intermediate Python (MINI) Magnetic Levitation (SSW) MƒA Tech Night (SSW) RoboExpo (SSW) We Code, You Play (MINI)

INQUIRY, PRACTICE, & LEADERSHIP Advanced ALL-ED: Thinking on Your Feet (MINI) Applicant Screener (CC) Asian-American Educators Affinity Group (IG) Black, Latino, and POC Educators Affinity Group (IG) Bridging the Gap Between Biology and Mathematics with Biostatistics (SSW)

Co-Teaching: Methods & Models (PLT) Book Club: Deschooling Society (PLT) Designing and Assigning to Reflection with the ALL-ED Framework (MINI)

Getting Started with Grant Writing and DonorsChoose (IG) Girls in STEM: Changing the Gender Narrative (SSW) Going Public: Advice, Coaching and Support for Public Speaking (SSW) How to Spark Joy in Teaching: SelfReflection for Busy Teachers (SSW)

Professional Development Catalog Builder (CC)

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

Professional Development InterVisitation (CC)

Thursday Think: Education in the Age of Distraction (TT)

Protocols for Purposeful and Guided Discussions in School (SSW)

Thursday Think: The Story Collider

Protocols to Support Student Discourse (MINI)

Book Club: White Fragility (PLT)

Question Formulation Technique (IG) Question Formulation Technique: A Strategy to Facilitate Student Curiosity (MINI) Book Club: Reality Pedagogy (PLT)

The IEP and Me: Understanding IEPs to Support Students with Special Needs (SSW)

Recruitment Information Session Host (CC)

Increasing Student Accountability with Nearpod and Peardeck (SSW)

Restorative Practices (IG)

Infusing Social Justice in Math and Science Classrooms (PLT) Investigations: How to Pose Problems so that Students Learn New Mathematics (MINI) LGBTQIA+ Affinity Group (IG) Book Club: Make it Stick (SSW) Making in the Classroom: Empathy, Problem Solving, and HumanCentered Design (MINI) Making with Meaning: Bridging Engineering Design with Content (PLT) Physics and Consciousness of Sound Meditation (IG)

Teaching Vocabulary in Math and Science (IG)

(TT)

Working Towards National Board Certification (PLT) Writing Learning Outcomes in Student-Friendly Language (IG) Writing Proposals for National Conferences (IG) Yes…And: Intro to Improv (SSW)

Research Advisor (CC) Scientists and Mathematicians Like Me: Teaching Racially Expansive Histories (PLT) SCUBA Divers (IG)

KEY

Silk-Screening: Putting the “A” in STEAM (MINI)

Professional Learning Teams (PLT)

Small-World Network Community Mobilizer (CC)

Mini-Courses (MINI) Extended Length Courses (ELC)

Social Media as a Tool for Professional Growth (IG)

Single Session Workshops (SSW)

Strategies for Supporting English Language Learners in Mathematics

Interest Groups (IG)

(PLT)

Summer Think (Year Long) (CC)

Cohort Meetings (CFM) Thursday Thinks (TT) Community Contributions (CC)

Sustainability in Schools (IG) 6

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Summary of PD Courses, ctd.

MATHEMATICS Activism in Math Class – Teaching Students to Create Powerful Infographics (SSW) Applying Mathematical Theory to Engineering (SSW) Assessing Mathematical Reasoning Through Engaging Group Tasks (SSW) Bayes’ Theorem: Applications in Medicine, Games, and More! (SSW) Building a Library of Non-Routine Problems for Elementary and Middle School (PLT) Building Algebraic Routines: A Problem Strings Working Group (PLT) Building Durable Understandings in Pre-Calculus (PLT) Calculus: Investigating Teaching and Learning (PLT) Can you KenKen? (MINI) Clues, Red Herrings, and Whodunits: Using Mystery in the Math Classroom (SSW)

Contemplate then Calculate: Instructional Routine to Develop Structural Thinking (SSW) Decide and Defend: An Instructional Routines for Reasoning and Argument Building (SSW) Delve into eMathInstruction! (IG) Designing Theme-Based Mini-Units in the Mathematics Classroom (ELC) Desmos Activity Builder (MINI) Developing Mathematics — A Landscape of Learning for Grades K-10 (ELC) Engaging Activities in Statistics (PLT) Engaging Whole Bodies for Mathematics at Walking Scale (MINI) Examining Student Talk in the Context of Rich Tasks in MƒA Classrooms (PLT) 7

Explorations in Tiling (PLT) Formative Assessment in Mathematics Classrooms (PLT) Geo-Arts: A Project-Based Approach to Geometry (SSW) Geometry for All: Creating Interactive Tasks for Access to ALL Geometry Topics (PLT) History of Mathematics: Mesopotamia to the Renaissance (MINI) “I’m Bad at Math” - Combatting Math Anxiety (SSW) Illustrative Mathematics High School Curriculum Preview (IG) #lit Theatrical Lighting Design in the Math Classroom (SSW) Math in Everyday Transit (MINI) Math-As-Democracy Pedagogy (PLT) Mathalicious: Real-World Lessons that Challenge Students to Think

Climate Change Adaptation in NYC: A Glimpse into Data-Driven Policy Making (MINI)

The Shape of Everything: Euler’s Impact (SSW) Solving Big Problems (SSW) Symmetries of Shapes and Numbers (MINI)

Teamwork Makes the Dream Work (SSW)

Thursday Think: A Numerate Life (TT) Thursday Think: Giant Geometric Cardboard Constructions (TT) Vertical Alignment of HS Math Curriculum (PLT) Who Figured That Out? (MINI) Why Knot? (MINI) Will This Be on the Test? Rich Tasks in Mathematics (MINI) Working Through PCMI ProblemSets

Pythagorean Propositions (MINI) Rewind! The Power of Replaying the Classroom to Unpack Student Discussions (PLT)

Concept Inventories in Science - How to Read Your Students’ Minds (SSW) Container Gardening (SSW) Crafting Case Studies in Physical and Earth Science (PLT) Creating an NGSS Aligned Living Environment Lab Manual (IG) Do You Know Where Your Water Comes From? (PLT) Eco-Audit Grants Information Session (IG)

(IG)

Engaging Students Through Authentic Learning Experiences in Life Science (PLT)

SCIENCE

The Engineering and Ecology of the Ridgewood Reservoir (MINI)

(MINI)

The Mathematics of Gerrymandering: “Gerry-Rig” Your Classroom! (PLT) Mobiles: Making Sense of Equality and Equations (SSW) Paper Engineering - Origami In Action! (MINI) Paper Folding in the Mathematics Classroom (MINI) Polar Coordinates Within and Outside the Bounds of AP Calculus (MINI) Practical and Effective DiscoveryBased Learning (SSW) Proof Through Play: Exploring Axiomatic Proof Through Combinatorial Games (SSW)

Climate Justice in the Classroom: A Humanistic Approach to Environmental Science (MINI)

3D Learning in the Science Classroom, 2.0 (PLT) Adapting Chemistry POGIL Activities for Your Classroom (PLT)

Evaluating Scientific Claims: An Introduction to Statistics (SSW)

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

KEY

Battling Fake News in Science (IG)

Mini-Courses (MINI)

Beg, Borrow, Steal (IG)

Professional Learning Teams (PLT) Extended Length Courses (ELC)

Black Box Experiments (MINI)

Single Session Workshops (SSW)

BrainWaves: Bringing Neuroscience Into The Classroom (MINI)

Cohort Meetings (CFM)

Charging Up Your Curriculum with Renewable Energy (SSW)

Interest Groups (IG)

Civics in Science (PLT)

Community Contributions (CC)

Thursday Thinks (TT)

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Summary of PD Courses, ctd.

Experimental Design: Monitoring Behaviors using Model Organisms

Scale Models of the Solar System

(MINI)

Science in the Suds - The Chemistry of Beer (MINI)

A Family Gene (SSW)

(SSW)

Frankenfoods: The Genetic Modification of our Food Supply (MINI)

Science Non-Fiction Book Clubs (SSW)

Genes in Space/MiniPCR (SSW)

Trauma and Epigenetics (SSW)

Geology and Geography in the Classroom (MINI)

Tufts University Great Diseases Curriculum: Neurological Disorders

Get in the Flow with Groundwater Modeling (PLT)

Teaching the Great Diseases (PLT)

(ELC)

Urban Ecology and Foraging (MINI)

Getting Cheesy: Microbial Analysis of Cheese (MINI) Glass in the Class: The Science of Glass (SSW)

COHORT & FELLOWSHIP MEETINGS

Insidious Misconceptions in Genetics and How to Vanquish Them (SSW)

2014 MƒA Fellows - End of Fellowship Celebration (CFM)

Literacy in the Living Environment Classroom (PLT)

2015 MƒA Early Career Teachers - End of Fellowship Celebration (CFM)

March Mammals Madness (SSW)

2017 Early Career Teacher Cohort Meetings (CFM)

Nanomaterials: An Interdisciplinary Approach to Science (SSW) Neuroscience: Examining and Expanding the Brain (MINI) A New Era of Scientific Inquiry at CUNY Advanced Science Research Center (SSW) New York State Master Teacher Program Meet-Up (IG)

2018 Early Career Teacher Cohort Meetings (CFM) MƒA Elementary Teacher Cohort Meeting: Amplify Curriculum (CFM) MƒA Elementary Teacher Cohort Meeting: Behavioral Supports for Students (CFM)

Perform an ELISA Test to Diagnose a Fictional Patient’s Disease (SSW)

MƒA Elementary Teacher Cohort Meeting: Exploring the Fraction Continuum (CFM)

Phenomenal Phenomena - ModelBased Instruction in the STEM Classroom (PLT)

MƒA Elementary Teacher Cohort Meeting: Independent, Real-World Math Investigations (CFM)

Physics From Top to Bottom: Spring Demo Derby (SSW) Population Biology by Birding in the Concrete Jungle (MINI)

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

Project-Based Earth Science (PLT) 8

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

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

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MĆ’A PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Professional Learning Teams (PLTs)

this year. After working through these lesson

teaching approaches, student activities, and formative

sequences with our own students, teachers will return

assessments aligned with the AP Chemistry exam.

to collectively improve designs and facilitation of 3D

Teachers will investigate, reflect, and plan how they

lessons through peer and self-reflection and revision.

can incorporate these ideas into their own teaching. In this cycle, we will also analyze the performance data of

Adapting Chemistry POGIL Activities for Your Classroom Facilitators: MƒA Master Teachers Anna Annina, Denice Gamper, and Sarah Gribbin

students on the 2018 AP exam in comparison with the national data collected by the College Board to identify areas for improvement and corresponding teaching strategies.

THURSDAYS, FEB 28, MAR 21, APR 11, MAY 16 MƒA  SCIENCE + PLEASE NOTE: MAY 16 IS A DOE MIDDLE SCHOOL PARENTTEACHER CONFERENCE DATE.

POGIL is a student-centered instructional approach that

MONDAYS, FEB 11, MAR 11, APR 8, MAY 6

is designed to develop content mastery and key process

MƒA

skills such as critical thinking, effective communication, and teamwork. We will continue our work from the fall as we explore how to modify, implement, and facilitate POGIL activities that address the needs of all of our students. We will share adaptations and ideas from the fall as we focus on second semester chemistry topics.

3D Learning in the Science Classroom, 2.0 Facilitators: MƒA Master Teachers Grace Bennett, Ph.D., Danielle DeBenedetto, and Lynn Shon THURSDAYS, FEB 14, MAR 21, APR 11, MAY 9 MƒA

AP/IB Biology: Students Working with Primary Data to Improve Science Skills Facilitators: MƒA Master Teacher Marisa Wagner, Ph.D. and MƒA Early Career Teacher Ronnie Almonte

Returning and new teachers are welcome.

 SCIENCE

How can we incorporate primary data into our lessons with an eye towards honing our students’ science skills?

Our team will work together to create short minilessons based on data from primary articles. In the first session, we will examine a data driven activity as a model and then form small groups based on common interest. Each small group will select a primary article

AP Chemistry Facilitators: MƒA Master Teachers Patrick Chan, Ph.D., and Naoual Eljastimi

they will use to create their own data-driven activity.

Prior to the second session, teachers are expected to read the article and consider which data might be most

 SCIENCE

MONDAYS, FEB 11, MAR 11, APR 8, MAY 6

appropriate to anchor their activity. The second session

+ PLEASE NOTE: MAY 9 IS A DOE HIGH SCHOOL PARENTTEACHER CONFERENCE DATE.

MƒA

is devoted to designing the activities. Teachers will then

 SCIENCE

Are you ready to transform your classroom into a three

What is the pH of a 1.0 X 10 M HCl solution? ‘8’?

their students. During the third and fourth sessions,

dimensional learning environment? Did you know

Of course NOT. If you want to deepen your content

teachers will report back to the team with student work

that the roll-out timeline to start implementing these

knowledge of chemistry or know the secrets of teaching

in order to reflect upon the efficacy of each activity.

instructional shifts begins next fall? This PLT is designed

AP Chemistry more effectively, this PLT is for you! The

The team will collaborate to revise and improve each

for middle school science teachers who have some

work of this PLT revolves around the identification of

activity accordingly. Our goal is to create a shared bank

familiarity with three-dimensional learning (the basis

difficult topics, sharing different teaching strategies,

of student-centered, data-driven activities in various

for the 2018 New York City K-8 Science Scope and

meaningful assessments, and analysis of learning

content areas, aligned with AP/IB/NGSS standards.

Sequence), but would like to explore and build concrete

outcomes. In each session, teachers will present short,

learning experiences that integrate the disciplinary

interactive lessons showcasing what and how they teach

core ideas, crosscutting concepts and science and

while exchanging feedback, ideas, and experiences.

engineering practices. Teachers will collaboratively plan

These lessons will integrate real-life applications, new

take the activities back to their classrooms to use with -8

out 3D learning sequences that will be implemented 10

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Professional Learning Teams (PLTs) Assessing Student Learning in the Computer Science Classroom Facilitators: MƒA Master Teachers Matthew Carlberg and Kayleigh Rose WEDNESDAYS, FEB 6, MAR 6, APR 3, MAY 1 MƒA  COMPUTER SCIENCE AND TECHNOLOGY

Are you looking for new ways to assess students’ understanding of the principles of computer science through engaging coding tasks? This PLT is for teachers who are teaching computer science and looking to assess student understanding of key questions such as: What is an algorithm? Why does programming use abstraction? How can we create a simulation? How can I make my code more efficient? How can we support students in project development? Throughout this PLT, teachers will support each other in embedding engaging tasks that enable students to develop a deeper understanding of coding principles as well as allow teachers to gain insights into how they are thinking. Teachers will also practice questioning and feedback techniques to help students develop their coding abilities. As a team, we will reflect and give each other feedback on the assessment strategies we are trying out in our classrooms. Teachers will be asked to bring in and share resources of established curriculums they find valuable - such as Code.org, Beauty and Joy of Computing, and CS50 - and assist each other in adapting them to the needs of the students.

Building a Library of Non-Routine Problems for Elementary and Middle School Facilitators: MƒA Master Teachers Matthew Fleck, Ron Lodetti, and Melissa Singer WEDNESDAYS, FEB 6, MAR 6, APR 3, MAY 1 MƒA  MATHEMATICS

The World Economic Forum recently reported the

Building Durable Understandings in Pre-Calculus Facilitators: MƒA Master Teachers Amos Levy and Michael Riccardo WEDNESDAYS, FEB 13, MAR 13, APR 17, MAY 8 MƒA  MATHEMATICS + PLEASE NOTE: MARCH 13 IS A DOE ELEMENTARY SCHOOL PARENT-TEACHER CONFERENCE DATE.

top ten skills needed to thrive in the 2020 workplace.

Well-crafted problem sets, in which students engage

Want to know what number one is? Complex problem

in deep mathematics, are a powerful means to impart

solving. But, how do we prepare our math students

students with a durable understanding of pre-calculus

in elementary and middle school to become creative

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

problem solvers and critical thinkers? In this PLT, we’ll

problem sets that invite our students to explore complex

determine what distinguishes a “problem solving”

mathematics while also building a strong basis for

problem from an ordinary mathematics task, and we’ll

future math courses. We will share examples of student

investigate the skills and strategies that expert problem

work, reflect on student thinking, discuss how these

solvers use. We’ll research the best problems and

problem sets promote durable understanding, consider

collaborate to compile resources that can be shared

how the sets can be improved, and share unanticipated

with colleagues. We will also discuss when, where, why,

outcomes and common student misconceptions.

and how to pose these problems to our students. Join us as we seek to enrich our classrooms with the goal of empowering the problem solvers who walk through our doors every day.

Calculus: Investigating Teaching and Learning Facilitators: MƒA Master Teachers Carlyn Sherman and MƒA Fellow Patrick Cox WEDNESDAYS, FEB 6, MAR 6, APR 3, MAY 1

Building Algebraic Routines: A Problem Strings Working Group Facilitators: MƒA Master Teachers Linda Aulbach and Susie Li

MƒA  MATHEMATICS

Are you a calculus teacher with a desire to improve your calculus pedagogy and share your knowledge

MONDAYS, FEB 25, MAR 25, APR 15, MAY 13

of teaching calculus with others? In this PLT, we will

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focus on how to engage our students by drawing

 MATHEMATICS

connections between conceptual understanding and

Have you found it challenging to provide access to

algebraic fluency. We will work together to build a more

algebra and to help students make sense of algebraic

successful classroom by examining our own pedagogy,

skills? Then this PLT is for you! “Problem Strings” are

sharing classroom activities, investigating pedagogical

a tool to address this issue by providing a systematic

methods, and creating focused tasks. We will also share

approach for students to discover patterns and

and contribute to a wealth of resources from past and

structures within mathematics through exploring a

present calculus PLTs. Since our work is centered on

“string” of mathematical statements. In this PLT, we will

both student performance and teacher growth, all

discuss how to use problem strings that are designed

teachers must be current calculus teachers - both AP

to help students better understand algebraic concepts.

and non-AP teachers are welcome.

Together, we will practice, develop, and troubleshoot the implementation of “Problem Strings”.

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MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Professional Learning Teams (PLTs) Civics in Science Facilitators: MƒA Master Teachers Cynthia Jimenez and Scott Wassmuth MONDAYS, MAR 4, APR 1, APR 29, MAY 20 MƒA  SCIENCE

Do you wish your students could become more active in their communities? Then join this PLT, which will focus on the importance of civics education in the science classroom and explore how students can be empowered to make change through science. Teachers will create civics-based action plans using environmental impact statements, with the goal to have students meaningfully participate in a corporate public notice meeting.

Teachers will get a sneak peek into the world of these meetings by participating in a mock public hearing themselves, presented by an industry professional responsible for brownfield clean-ups. Throughout the

who work in ICT classrooms will explore co-teaching

to help students learn how to apply the daily content of

strategies, discuss how to maximize co-planning time,

our classes to solve complex problems. However, this

and review methods that meet the needs of all student

is no easy task. Students often have a hard time making

ability levels. The facilitators will share examples that

the connection between what is taught in class and its

have worked in their classrooms, including their school’s

actual real-world application. Teaching through a case

newly developed Co-Teaching Handbook. Teachers

study model provides students an opportunity to apply

should come prepared to share, be vulnerable in what

content knowledge to real-world problems by creating a

co-teaching challenges they are working through, and

lens through which all content is learned and practiced.

explore questions around ICT structures or co-teaching

In this PLT, we will analyze a current science case study

relationships.

to determine its components and then identify the criteria for designing such a study. By the end of this PLT,

Crafting Case Studies in Physical and Earth Science Facilitators: MƒA Master Teachers Lucy Robins and Molly Shabica

teachers will have designed a complete case study for their own physical or earth science classroom.

MONDAYS, FEB 11, MAR 11, APR 8, MAY 6 MƒA  SCIENCE

Many of the world’s most pressing problems require a deep understanding of science. From climate change to resource allocation and alternative energy sources to environmental racism, our job as science teachers is

PLT, we will share resources and tools teachers can utilize in science classrooms or environmental clubs.

Co-Teaching: Methods & Models Facilitators: MƒA Master Teacher Gloria Nicodemi and MƒA Early Career Teacher Dwaina Sookhoo TUESDAYS, FEB 12, MAR 12, APR 9, MAY 7 MƒA  INQUIRY, PRACTICE, & LEADERSHIP + PLEASE NOTE: WE STRONGLY ENCOURAGE ALL MƒA TEACHERS TO REGISTER THEIR CO-TEACHER, EVEN IF THEY DO NOT HAVE AN MƒA FELLOWSHIP. PLEASE USE THIS LINK TO REGISTER YOUR CO-TEACHER: BIT.LY/CO-TEACHINGPLT.

Do you teach in an ICT setting? Are you searching for ideas on how to utilize both teachers in the classroom in a more positive and effective way? Do you have strategies that you have used with your co-teacher that you’d like to share with other teachers at MƒA? If so, we hope you will consider joining this PLT. Over the four sessions, math, science, and special education teachers 12

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Professional Learning Teams (PLTs)

teach, and refine lessons and/or units that incorporate water resources from the NYC DEP website. In addition to modeling teachers’ existing lessons, we will also work collaboratively to design lessons and labs to implement

Book Club: Deschooling Society Facilitators: MƒA Master Teachers Brittney Cook and Joshua Paverud TUESDAYS, MAR 5, APR 2, APR 16, MAY 21 MƒA  INQUIRY, PRACTICE, & LEADERSHIP + PLEASE NOTE: TEACHERS ARE ASKED TO BRING IN THEIR OWN COPIES OF DESCHOOLING SOCIETY BY IVAN ILICH. YOU MAY SAVE YOUR RECEIPT AND BE REIMBURSED THROUGH YOUR MƒA FLEX FUNDS ACCOUNT.

What are the philosophical and political underpinnings

in our classrooms. We will share our experiences,

WEDNESDAYS, FEB 13, MAR 13, APR 10, MAY 8

evaluate student work, and reflect on our successes

MƒA

and difficulties. We will then work together to revise

 SCIENCE

and improve the lessons. From this experience, we will

+ PLEASE NOTE: MARCH 13 IS A DOE ELEMENTARY SCHOOL PARENT-TEACHER CONFERENCE DATE.

consolidate our best lessons (with the intention to share with colleagues outside of the PLT) on topics including,

Authentic learning experiences are simulated or real-

but not limited to, the history of New York City’s

life tasks that provide students with opportunities

drinking water, water quality, wastewater treatment and

to connect directly with the real world. Examples of

combined sewer overflow, the Superfund Program, and

authentic learning tasks include publishing a position

the impact of climate change on sea level rise in NYC.

paper about a social or political issue, submitting a water quality report to a local environmental organization, or

of our teaching practices? In this PLT, we will explore this question in-depth. Each session will begin with discussing a chapter or extended passage from the book, Deschooling Society by Ivan Illich. Teachers in

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

this PLT will be asked to read in between sessions so that

THURSDAY, FEB 14

our time together can be maximized in seminar-style

TUESDAYS, MAR 26, APR 30, MAY 14

discussions of Illich’s book. When we are together, we

MƒA

will also read and discuss a short passage from a related

 MATHEMATICS

text that will challenge or extend ideas from the first half

+ PLEASE NOTE: SESSION ONE IS ON A THURSDAY, THE OTHER THREE SESSIONS ARE ON TUESDAYS.

of the session. This PLT is for teachers who want to think deeply about the implications of their work as teachers.

According to the pioneering statistician John Tukey,

Supplemental texts may include excerpts from Bell

“Doing statistics is like doing crosswords except that

Hooks, Lisa Delpit, Chris Emdin, among others. This PLT

one cannot know for sure whether one has found

is open to all teachers, regardless of content or grade

the solution.” Many students find this unsettling after

level.

the comforting certainty of algebra. Great statistics activities capture students’ imaginations, enlighten

Do You Know Where Your Water Comes From?

Facilitators: MƒA Master Teachers Justin Czarka and Marissa Maggio

them to big ideas, and stoke their curiosity about the more technical aspects of the subject. We will share our most engaging activities with the goal of designing,

MONDAYS, MAR 4, APR 1, APR 29, MAY 20

executing and critiquing them to allow students to

MƒA

master both conceptual and procedural content. Come

 SCIENCE

We often forget Manhattan is an island surrounded by water. Water flows freely from our faucets and yet how many New Yorkers know how far that water has traveled, or what happens to it after it goes down the drain? In this PLT, K-12 teachers will team up to design, 13

Engaging Students Through Authentic Learning Experiences in Life Science Facilitators: MƒA Master Teacher Brittany Beck and MƒA Early Career Teacher Deame Hua

ready to share, improve, and, with the help of your peers’ collaborations, return to your class with a new set

creating a family meal plan that is both nutritious and sustainable. Through authentic learning tasks, students utilize real-world problems and exercise higher level thinking to create a tangible and useful product worth sharing with the wider community. This PLT is focused on how to make curriculum more authentic despite the challenges of Regents test preparation. Teachers will discuss, design, and implement authentic learning experiences for the life science classroom.

Book Club: Equity, Culturally Responsive Teaching, and the Brain Facilitators: MƒA Master Teachers Shannon Guglielmo and Shirvonne McCarthy THURSDAYS, FEB 28, MAR 21, APR 11, MAY 16 MƒA  INQUIRY, PRACTICE, & LEADERSHIP + PLEASE NOTE: TEACHERS ARE ASKED TO BRING IN THEIR OWN COPIES OF CULTURALLY RESPONSIVE TEACHING AND THE BRAIN. YOU MAY SAVE YOUR RECEIPT AND BE REIMBURSED THROUGH YOUR MƒA FLEX FUNDS ACCOUNT. ADDITIONALLY, MAY 16 IS A DOE MIDDLE SCHOOL PARENT-TEACHER CONFERENCE DATE.

of engaging activities. We will be using resources and

How might we plan and implement culturally responsive

materials from the AP Statistics curriculum, however, all

lessons and units? This PLT invites all teachers who

high school statistics teachers are welcome.

work with culturally diverse populations to explore the book, Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Professional Learning Teams (PLTs) Culturally and Linguistically Diverse Students by Zaretta Hammond, in order to engage in inquiry around what it means to be a culturally responsive teacher. Together, we will also explore the brain science that supports the case for a culturally responsive classroom. At the end of the PLT, teachers will leave with actionable steps that can be incorporated into their plans to cultivate

classrooms, trying out the task work, listening to and

Have you ever designed a great lesson you were really

conferring with small groups of students, and debriefing

proud of and then things didn’t go as planned? What

what we observe. Our goal is to enhance our ability to

didn’t work well? How did students respond? What

understand our students’ mathematical reasoning, to

changes would enhance the experience for your

support students in mathematical discussion, and think

students next time? In this PLT, teachers will explore

about how teacher moves help students make sense of

formative assessment lessons using the Mathematics

mathematics.

Assessment Resource Service (MARS) developed by the Shell Centre. These lessons are designed to formatively

Explorations in Tiling Facilitators: MƒA Master Teachers Gareth Chase and Jasper DeAntonio

assess students’ understanding of important ideas and can be used as a supplement to existing curriculum.

After selecting a lesson, we will develop lesson plans

culturally responsive classrooms. This course can be

WEDNESDAYS, MAR 13, APR 10, MAY 8, MAY 29

and implement them in our classrooms. In follow up

taken as a continuation of the STEM and Equity Book

MƒA

sessions, we will use artifacts such as video of student

Club which met this fall, and it is also welcome to new teachers. The spring iteration of this PLT will look more deeply at specific classroom practices tied to Hammond’s work.

Examining Student Talk in the Context of Rich Tasks in Our Classrooms Facilitators: MƒA Master Teachers Dee Dee Dyer, Susan Harter, and Bushra Makiya TUESDAYS, FEB 26, MAY 7 FRIDAYS, MAR 1, MAY 10

 MATHEMATICS + PLEASE NOTE: MARCH 13 IS A DOE ELEMENTARY SCHOOL PARENT-TEACHER CONFERENCE DATE.

thinking and student work to reflect on our students’ understanding and the implementation of the task.

Based on our reflections about how the lesson went, we

How might we deepen our own understanding of

will discuss possible next steps and changes we might

tessellations and tiling, while also strengthening the

make in the future.

ways we teach them to our students? In this PLT, we will apply a collaborative, close-reading protocol to a range of texts from recreational and academic mathematics sources with the goal of growing both

Full STEAM Ahead Facilitators: MƒA Master Teachers Sara Heymont and Paul Gray

as mathematicians and as pedagogues. Topics to

TUESDAYS, FEB 12, MAR 12, APR 9, MAY 7

be investigated include: tessellations, periodic and

MƒA  INQUIRY, PRACTICE, & LEADERSHIP

MƒA & OFFSITE

aperiodic tilings, and Voronoi diagrams. Each session,

 MATHEMATICS

we will use a short reading selection (5 - 10 pages) as

+ PLEASE NOTE: SESSIONS TWO AND FOUR ARE FULL DAY, ONSITE INTER-VISITATIONS ON FRIDAYS. LOCATIONS OF THE SCHOOL VISITS ARE TBD, BUT ARE A REQUIRED COMPONENT OF THE PLT, SO PLEASE MARK YOUR CALENDAR AND REQUEST THE PD DAYS FROM YOUR PRINCIPAL.

a common starting point. Teachers will then identify

How can we get students more engaged in our STEM

specific concepts or problems to study more deeply

content while also encouraging their creativity to flow?

and group together by shared interest to explore them.

In this PLT, we will share and collaborate on ways to

Sessions will center on these small-group discussions

incorporate more art and design into the science,

and conclude with groups summarizing and sharing

math, and engineering work that our students are

How can student talk make visible the ways in which

their key insights with each other. Time will also be

doing. Creating art encourages students to discover

students reason, think, and explore mathematics? In

given to reflect on the potential classroom impact of

a wider range of applications of the content they are

this PLT, we will use inter-visitations to explore student

close-reading protocols.

learning and to think more deeply about the details and choices in design. Over the four sessions, teachers will

talk and how it can enhance our understanding of students’ mathematical reasoning. During the two sessions at MƒA, we will discuss what makes a task rich and consider how student talk can shed light on their mathematical understanding. We will also preview tasks at different grade levels and anticipate student responses to plan for our inter-visitations. In our two full day sessions, we will visit one another’s 14

Formative Assessment in Mathematics Classrooms Facilitators: MƒA Master Teachers Alex Cristando and Elizabeth Fiorella WEDNESDAYS, FEB 27, MAR 20, APR 1, MAY 29 MƒA  MATHEMATICS

spend time in small groups developing new ideas that utilize various artistic media as a way of learning and exploring content. Teachers will also be encouraged to share examples from their classes. At the end of the PLT, everyone will walk away with shared resources and projects on how to turn STEM into STEAM.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Professional Learning Teams (PLTs) Geometry for All: Creating Interactive Tasks for Access to ALL Geometry Topics Facilitators: MƒA Master Teacher Carol Kinney and MƒA Early Career Teacher Rebecca Guarino THURSDAYS, FEB 14, MAR 28, APR 11, MAY 23 MƒA  MATHEMATICS

visualize groundwater flow and help them build

How might we meaningfully integrate social justice

conceptual understanding of topics like groundwater

issues and practices into our STEM classrooms? This PLT

pollution, porosity and permeability, aquifers, and the

will offer an opportunity for teachers to explore how

role of groundwater in the water cycle. Many teachers

social justice can be woven into project-based learning

would like to utilize these models in their classrooms,

and into Common Core and NGSS aligned curricula.

however, they are often cost prohibitive. MƒA has

We will have the opportunity to share projects, lessons,

recently acquired four groundwater flow models that

and classroom practices that support this endeavor.

teachers can borrow for classroom use. In this PLT, we

Additionally, we will design and test ideas in our

will begin by exploring the models and accompanying

classrooms, and then share student outcomes in small

curriculum. In subsequent meetings, we will adapt the

groups. Together, we will continue to build a substantial

existing lessons and develop new materials to align

toolkit of projects, tasks, and strategies to support the

with NGSS, using tools that will help us integrate the

infusion of social justice into our curricula.

Are you struggling to make geometry content accessible

Science & Engineering Practices and Crosscutting

for all learners in your classroom? Then join us in this

Concepts. Between sessions, interested teachers

PLT as we focus on creating innovative, cognitively

will use the models in their classrooms and pilot the

demanding, and interactive tasks that illuminate high

lessons. All middle and high school physical, earth, and

level geometry concepts and encourage all students

environmental science teachers are welcome.

to engage and participate fully. Teachers will work together to share and adapt lessons, problems, projects, and materials so that we can explore ways to help all students access and probe geometry. The goal is to help students who struggle to comprehend and use

Infusing Social Justice in Math and Science Classrooms Facilitators: MƒA Master Teachers Jennifer Parker and Jay Pirani-Mellstrom MONDAYS, FEB 25, MAR 25, APR 15, MAY 13

push themselves deeper. The course is geared for both

MƒA

with diverse learners, including English Language Learners and students with IEPs.

Get in the Flow with Groundwater Modeling Facilitators: MƒA Master Teachers Marna Lehnert Chaky and Rabi Whitaker WEDNESDAYS, FEB 27, MAR 20, APR 10, MAY 15 MƒA  SCIENCE + PLEASE NOTE: AS A PREREQUISITE, WE RECOMMEND THAT TEACHERS HAVE TAKEN OTHER MƒA COURSES ON GROUNDWATER OR HAVE WORKED WITH GROUNDWATER MODELS IN OTHER SETTINGS.

Do your students think that groundwater refers to underground streams, rivers, and lakes? This is a common misconception, and groundwater can be a challenging concept for Earth Science students to understand. Groundwater models can help students 15

MONDAYS, FEB 11, MAR 11, APR 8, MAY 6 MƒA

geometric principles and those who feel confident to Regents and non-Regents classes, and for classrooms

Literacy in the Living Environment Classroom Facilitators: MƒA Master Teachers Stefanie Fier and Joshua Wickline

 INQUIRY, PRACTICE, & LEADERSHIP

 SCIENCE

Literacy is key to our students’ success in the Living Environment classroom and beyond. In this PLT, we will discuss which literacy strategies breed success and work collaboratively to design and refine a toolkit of strategies to help our students become scientifically literate, including students who are English Language Learners, students with IEPs, and students who are achieving above grade level. During each session, a team of teachers will select a literacy strategy, develop a plan on how to use it, and later implement it in their classrooms.

Teachers will collect and share student work from the lesson for all members of the PLT to discuss, analyze, and use as an opportunity for student and teacher growth.

Making with Meaning: Bridging Engineering Design with Content Facilitators: MƒA Master Teachers Paul Kehoe and Mallory Womer TUESDAYS, FEB 12, MAR 12, APR 9, MAY 7 MƒA  INQUIRY, PRACTICE, & LEADERSHIP

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Professional Learning Teams (PLTs)

brainstorm ways to develop them further, and take the

What causes lightning? How does a pressure cooker

metaphor in other directions.

decrease cooking time, especially if time is an inelastic

Ben Blum-Smith, Ph.D., has spent the last eighteen years teaching and studying the teaching of mathematics. He graduated from Yale

We all love the classic egg drop experiment or dream of having a makerspace, but it might not fit within the

water? These questions can be posed to students of

University before teaching for six years in the public schools of Boston,

ALL ages, no matter what their content understanding,

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

because they all experience them at some point. In

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

How can we maximize these design challenges to

Ph.D. in mathematics at NYU. He currently teaches at The New School.

engage students in authentic STEM learning experiences resilience and collaboration? This PLT is for anyone who teaches math, science or technology and is looking to incorporate engineering design challenges into their

The Mathematics of Gerrymandering: “Gerry-Rig” Your Classroom!

Facilitators: MƒA Master Teachers Lauren Brady, Emma Haddad, and David Price

practice. Teachers in this PLT will engage in design

WEDNESDAYS, MAR 6, APR 3, MAY 1, MAY 29

thinking, analyze their own curricula for opportunities

MƒA

to include meaningful design challenges, try them out

 MATHEMATICS

in their classrooms, reflect on the challenges and the

Do you wish you could discuss politics with your

student work produced, and hopefully leave the with a

Algebra 2, Statistics, Geometry, or high school elective

passion for teaching engineering!

mathematics class? In this PLT, we will do just that as we dive into the mathematics of gerrymandering. We

Math-As-Democracy Pedagogy Facilitators: Ben Blum-Smith, Ph.D., and MƒA Early Career Teacher Ellie Markewitz

more dense, why is the volume of ice greater than liquid

University and obtained a Masters in Teaching Mathematics from Tufts

content we have to teach and our limited resources.

that simultaneously develop key soft skills such as

variable in our universe? If solids are supposed to be

will work together to understand many aspects of gerrymandering including apportionment, election

this PLT, we will explore the intricacies, struggles, and successes of model-based Instruction, which begins with a discrepant event. We will focus on developing, discussing, and sharing lessons, tools, and techniques used to deliver model-based Instruction. This PLT is for any teacher who has been interested in OR is currently implementing model-based instruction in the physical or life sciences and wants to help their students attain true conceptual understanding of the physical world. All grade levels welcome.

Productive Struggle in STEM Facilitators: MƒA Master Teachers Chaya Baras, Jessica Quenzer, and MƒA Early Career Teacher Andrew Slivosky

decision methods, fairness, and historical and legal

TUESDAYS, FEB 26, MAR 26, APR 30, MAY 28

MONDAYS, MAR 4, APR 1, APR 29, MAY 20

contexts. We will begin by discussing relevant activities

MƒA

MƒA

and then work to adapt these instructional ideas to

 MATHEMATICS

our curriculum. Between sessions, we will work to

In principle (if not perfectly in practice), humanity’s

implement activities in our classrooms and later reflect

mathematical knowledge comes from a consensus-

together on the impact of the lessons. Additionally, we

based democratic process. No one is granted special

will consider potential cross-curricular connections. All

access to the truth. We acquire new knowledge

high school mathematics teachers are welcome in this

through mathematicians advancing ideas and other

PLT, including past participants since we spend some

mathematicians supporting those ideas. Scientific

time reviewing the content.

consensus is the only certificate of confidence we have. Thus, the creation of mathematical knowledge is a process whose ideal form is a kind of “rule by the people,” even though the reality does not always match the ideal. This PLT explores the use of this parallel in

Phenomenal Phenomena - Model-Based Instruction in the STEM Classroom Facilitators: MƒA Early Career Teacher Timothy Tschurjumov and TBD

the math classroom. Ben Blum-Smith has created

MONDAYS, FEB 25, MAR 25, APR 15, MAY 13

a set of pedagogical practices built on the idea that

MƒA

mathematical knowledge production is a metaphor for democracy. As a PLT, we will dive into these practices, 16

 SCIENCE

 INQUIRY, PRACTICE, & LEADERSHIP + PLEASE NOTE: MARCH 26 IS A DOE MIDDLE SCHOOL PARENTTEACHER CONFERENCE DATE.

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

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Professional Learning Teams (PLTs)

and integrating Context and Content. New teachers will be introduced to these practices through in-depth discussion of the text and artifacts from returning members. All teachers will engage in honest, thoughtful,

Project-Based Earth Science Facilitators: MƒA Master Teachers Samantha Adams and Kara Bristow MacDevitt TUESDAYS, FEB 12, MAR 12, APR 9, MAY 7 MƒA  SCIENCE

How can projects help students to create connections in

and actionable discussion of how to take these practices

THURSDAYS, FEB 14, MAR 21, APR 11, MAY 16

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

MƒA

each other accountable for transforming our practice.

Rewind! The Power of Replaying the Classroom to Unpack Student Discussions Facilitators: MƒA Master Teachers Gary Cruz and Mario Simonelli WEDNESDAYS, MAR 6, APR 3, MAY 1, MAY 29

connections. The meteorology, geology, and astronomy

MƒA

the system we call Earth. What better way to help students understand how deeply connected the many facets of the geologic sciences are than by having them engage in multi-faceted projects? This PLT is for geoscience teachers (whose courses may be Regents, non-Regents, and/or electives) who are interested in working together to create authentic projects for students that involve multiple facets of the geosciences, with a systems-oriented focus.

Book Club: Reality Pedagogy Facilitators: MƒA Master Teachers Sharon Collins, Scott Gallagher, and Sharine Rowe TUESDAYS, FEB 26, MAR 26, APR 30, MAY 28 MƒA  INQUIRY, PRACTICE, & LEADERSHIP + PLEASE NOTE: MARCH 26 IS A DOE MIDDLE SCHOOL PARENTTEACHER CONFERENCE DATE.

 MATHEMATICS

PLT, we will work toward these goals by (1) examining several historical anthologies centering on the accomplishments of mathematicians and scientists of color (including members of our local communities), own classroom content; and (2) developing tools

spectators another chance to ogle over what just

and strategies for meaningfully and consistently

happened. Plays in sports happen quickly and can be

integrating these histories into our respective classes.

fascinating to recount over and over again. The same

Through this work, we aim to challenge our own

can be said about students discussing a rich math

internalized stereotypes (as well as our students) while

problem. What a student says or does is not always

simultaneously building deeper understandings of how

indicative of what they actually know, and during the

our identities contribute to and expand our masteries of

flow of a lesson, it’s impossible for a teacher to hear

STEM content.

and see everything. Because of this, watching video of students working together can be a powerful tool to gauge student understanding. In this PLT, teachers will watch clips of student discussions and carefully dissect them. “What does she mean by that?” “Why is

Strategies for Supporting English Language Learners in Mathematics Facilitators: MƒA Master Teachers Megan Berdugo and Jay Pirani-Mellstrom

he pointing at this, when he said that?” Using protocols,

MONDAYS, MAR 4, APR 8, APR 29, MAY 20

we will unpack video collected from each teacher’s

MƒA

classroom. Each time we watch these classroom

 INQUIRY, PRACTICE, & LEADERSHIP

videos, the goal will remain the same: Interpret student our students to the next level. These videos will focus

will continue the work we began in Fall 2018, applying

on students - this PLT is not meant to evaluate one

practices from his book, For White Folks Who Teach

another’s instruction, but we will need to be vulnerable

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

by opening up our classroom doors and deprivatizing

engagement for all students, particularly young men of

our practice.

17

to see themselves reflected in our curricula. In this

giving particular emphasis to works related to our

thinking and discuss how we as teachers can push

Cogens, Co-teaching (with students), Cosmopolitanism,

and mathematicians. More generally, we want them

another chance to make the correct call and to give

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

trying out Emdin’s recommended strategies including:

We all want our students to see themselves as scientists

In sports, instant replay is widely used to give referees

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

color. Returning teachers will share their experiences

 INQUIRY, PRACTICE, & LEADERSHIP + PLEASE NOTE: MAY 16 IS A DOE MIDDLE SCHOOL PARENTTEACHER CONFERENCE DATE.

Earth Science? Earth Science, at its heart, is a course of content of the course are ultimately connected through

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

Science and math can be wonderful subjects to explore with English Language Learners (ELLs) because of the visual and hands-on nature of much of the content.

In addition, academic vocabulary acquisition poses great challenges but also great opportunities. Although some support can be found to teach ELLs (such as the NYCDOE Quality Teaching English Learners - QTEL - curriculum), specific examples of science and math

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Professional Learning Teams (PLTs) curriculum tailored to the needs of ELLs are scarce and dispersed, making our task even more exigent. In this PLT we will focus on successful practices for supporting ELLs in math and science classes. We will explore resource inventories, analysis of effective cooperative learning strategies, identification of relevant language objectives using Sheltered Instruction Observation Protocols (the SIOP model), approaches to scaffolding

Living Environment, AP Biology, Anatomy & Physiology,

structures. We can then constructively engage not

and Genetics classrooms. This PLT is open to all who

only in conversations about racism, but also disrupt

attended the extended-length course in the fall as well

those systems that prevent all of our students from

as any teacher interested in learning more about the

accessing the education to which they are entitled. In

many teachable aspects of cancer.

order to begin to correct the inequity that is woven into the fabric of our education system and better serve

Vertical Alignment of HS Math Curriculum Facilitators: MƒA Master Teachers Gardy Alabre, Stephanie Bohbot, and Ricardo Estrada MƒA

very frequently gatekeepers, and in which our students

 MATHEMATICS

can work in the ELL classroom. Teachers will share

mathematics curriculum that will prepare more of

their experiences in their classrooms with the goal of

your students for Advanced Placement level classes?

producing, trying out, and reflecting on mathematics

Join us as we examine new ways for our students to

and science curriculum that is effective for ELLs, meets

learn mathematics as a set of interconnected ideas

the CCSS and Next Generation standards, and is fun and

that can be explored throughout their high school

engaging for our students.

career. In this PLT, teacher teams will analyze data from AP Calculus tasks to identify learning gaps from their

WEDNESDAYS, FEB 27, MAR 20, APR 17, MAY 15  SCIENCE + PLEASE NOTE: MAY 15 IS A DOE ELEMENTARY SCHOOL PARENT-TEACHER CONFERENCE DATE.

There are over 100 different types of cancer. Half of all men and one-third of all women in the U.S. will get cancer in their lifetimes. Although we hope we are

and implicit biases and lead difficult conversations. This goal is more important in STEM classrooms, which are

Ever wonder about a vertical alignment of your

MƒA

equipped to move beyond our defense mechanisms

MONDAYS, FEB 11, MAR 11, APR 8, MAY 6

and differentiation, and how project based learning

Teaching the Great Diseases Facilitators: MƒA Master Teachers Yousra Abdelhadi and Caitlin Wockenfuss

all of our students, we as educators need to become

previous courses. Using protocols, we will analyze what ways we can change our practice to help with student performance. Finally, we will adjust our curriculum or

may feel particularly disenfranchised or marginalized.

Our goal in this PLT, is that teachers will leave with the tools to continue their own journey and start critical conversations in wider professional (and personal) circles.

Working Towards National Board Certification Facilitator: MƒA Master Teacher Seth GuiñalsKupperman MONDAYS, FEB 11, MAY 13 THURSDAY, MAR 7 TUESDAY, APR 2 MƒA

unit plans to address the recommendations for the

 INQUIRY, PRACTICE, & LEADERSHIP

problem of practice in curriculum design or pedagogy.

+ PLEASE NOTE: THIS WORKSHOP IS FOR TEACHERS WHO ARE CURRENTLY WORKING ON COMPLETING THEIR NATIONAL BOARD CERTIFICATION IN THE 2018-19 SCHOOL YEAR. MARCH 7 IS A DOE HIGH SCHOOL PARENT-TEACHER CONFERENCE DATE.

Teachers who teach Algebra 1 through AP Calculus are welcome.

Are you a teacher currently in the process of applying

Book Club: White Fragility Facilitators: MƒA Master Teachers Wendy Menard and José Vilson

for National Board Certification? Come collaborate with, support, and be supported by a community of other MƒA teachers who are also going through the

never diagnosed with it, teaching about cancer can

WEDNESDAYS, FEB 27, MAR 20, APR 17, MAY 15

process. Most Nationally Board Certified teachers

be a powerful tool to make cell biology come alive

MƒA

report that having the help of other educators made

for our students. In this PLT, we will work together to

 INQUIRY, PRACTICE, & LEADERSHIP

the difference in their success in applying. In this PLT,

modify, expand, and clarify the lessons and resources

+ PLEASE NOTE: TEACHERS ARE ASKED TO BRING IN THEIR OWN COPIES OF WHITE FRAGILITY. YOU MAY SAVE YOUR RECEIPT AND BE REIMBURSED THROUGH YOUR MƒA FLEX FUNDS ACCOUNT. ADDITIONALY, MAY 15 IS A DOE ELEMENTARY SCHOOL PARENTTEACHER CONFERENCE DATE.

we will troubleshoot obstacles in the application,

provided by Tufts University during their Fall 2018 course, Teaching the Great Diseases: Cancer. Teachers will discuss how they can use cancer as a foundation for teaching topics such as the cell cycle, cell signaling, the immune response, general health practices, and much more. Our goal will be to implement lessons in

18

practice giving and receiving feedback, and utilize our shared expertise to become Nationally Board Certified teachers.

Using the best-selling book White Fragility by Robin Diangelo as a guide, we will examine issues of race, and develop tools to do the challenging work of creating alternate patterns of behavior and classroom MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

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

19

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Mini-Courses Advanced ALL-ED: Thinking on Your Feet Facilitators: Rhonda Bondie, Ph.D., and MƒA Master Teacher Abigail Sewall THURSDAYS, FEB 14, FEB 28, MAR 21 MƒA

Algorithmic & Design Thinking for All Learners with JavaScript Facilitators: Jeff Olson and Taylor Want

physical science teachers. “Black Box experiments” are problem-based situations the teacher creates that offer a hypothetical mystery (hence, the “Black Box”).

WEDNESDAYS, MAR 6, MAR 20, MAR 27

The problem is easily researched, observable, and is

MƒA

very straightforward. Join us as we learn more about

 COMPUTER SCIENCE AND TECHNOLOGY + PLEASE NOTE: THIS COURSE IS DESIGNED FOR TEACHERS WITH A BASIC KNOWLEDGE OF BOTH HTML & CSS. TEACHERS ARE ASKED TO BRING THEIR OWN LAPTOPS.

Black Boxes, how easy they are to make, and how much excitement and learning they bring to students.

In sessions one and two, teachers will explore a

 INQUIRY, PRACTICE, & LEADERSHIP

Computer science teachers face a false dichotomy

rough set of electrical, magnetic, and modern physics

+ PLEASE NOTE: THIS IS AN ADVANCED COURSE FOR TEACHERS WHO HAVE TAKEN AT LEAST ONE OTHER ALL-ED COURSE WITH RHONDA BONDIE.

between code and design. Teaching pure design can

Black Box experiments which can be adapted for the

disengage students who love algorithmic thinking,

classroom. In session three, teachers will create their

and teaching pure scripting can alienate more visual

own experimental boxes and have the opportunity to

students. Regardless of learning style, any student feels

try them out on each other before bringing them back

more confident in their work when they have concrete

to their classrooms.

visual feedback. JavaScript is, by most metrics, the

Rony Yarden is an MƒA Master Teacher and science teacher at Bayside

most popular programming language in 2018, and the

High School in Queens.

Closing achievement gaps depend, in part, on the capacity of teachers to make decisions on their feet to adjust instruction, effectively engaging and stretching every student in every lesson. Making split-second decisions while in motion is not unique to the teaching professions. For example: imagine doctors in the emergency room, leaders at a negotiation table, investors at a business meeting, or ministers providing counseling. Across disciplines, professionals must make decisions in complex, dynamic, interactive, contextual situations bound by time. In this course, we will explore decision making and compare methods used at Harvard’s Medical School with methods used by teachers. We will work to identify the capacities needed to make rapid, flexible instructional decisions and explore possible means to assess and build decision-making skills. Teachers should be ready to share challenges they are having in engaging and stretching all learners in their classrooms.

best way to help students understand its potential is to teach it in concert with its primary counterparts HTML and CSS, with an eye towards how powerful it is when used with the best practices of modern programming.

BrainWaves: Bringing Neuroscience Into The Classroom Facilitator: Ido Davidesco, Ph.D.

This mini-course exposes teachers to content

TUESDAYS, MAR 5, MAR 12, MAR 26

specifically designed to bridge this perceived gap and

MƒA

engage both creative and algorithm-oriented students, while also sharpening their knowledge of ES6+ JavaScript conventions currently used by designers and developers in the industry.

Jeff Olson is a former high school language arts and mathematics teacher from Nashville, TN. He received his M.Ed. in Secondary English

 SCIENCE + PLEASE NOTE: MARCH 26 IS A DOE MIDDLE SCHOOL PARENTTEACHER CONFERENCE DATE.

Neuroscience is one of the most rapidly growing STEM fields, with an increasing presence in public media and potentially important implications in everyday life.

Education from Arizona State University in 2014. He currently works as

Yet, the presence of neuroscience in K-12 education is

the Director of Curriculum & Instruction for Upperline Code.

limited, and students are often unaware of the field’s

Taylor Want taught high school physics in Fall River, MA and Austin, TX

foundations and dramatic advances. This mini-course

Rhonda Bondie, Ph.D., currently teaches at Harvard Graduate School of

for four years, during which time she received her M.Ed. in Curriculum

will introduce teachers to innovative methods of

Education. She enjoyed being a classroom teacher and administrator in

and Teaching from Boston University. She currently works as the

teaching neuroscience in the classroom. Teachers will

public schools for over twenty years. Rhonda has served on the faculty

Director of Operations for Upperline Code.

of Project Zero from many years developing an expertise in Teaching for Understanding, Making Thinking Visible, and Multiple Intelligences.

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

(EEG) technology to record and analyze their own

Black Box Experiments Facilitator: MƒA Master Teacher Rony Yarden MONDAYS, MAR 4, MAR 18, APR 8 MƒA  SCIENCE

20

be trained in using portable electroencephalogram brainwaves. Discussions will focus on how this technology can be used to construct neuroscience research experiences in the classroom.

Ido Davidesco is a postdoctoral researcher at the NYU Department of Psychology and the Center for Neural Science. His work focuses

“What’s in the Box?” That’s exactly what we aim to

on integrating neuroscience and education through neuroscientific

learn in this mini-course for middle and high school

research in classrooms and through the development of neuroscience programs for students and educators. He holds a Ph.D. in

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Mini-Courses computational neuroscience from the Hebrew University of Jerusalem, Israel.

Climate Change Adaptation in NYC: A Glimpse into Data-Driven Policy Making Facilitator: Kizzy Charles-Guzman

Climate Justice in the Classroom: A Humanistic Approach to Environmental Science Facilitator: MƒA Master Teacher Peter Mulroy

WEDNESDAYS, APR 3, APR 10, APR 17

THURSDAYS, FEB 14, FEB 28, MAR 21

MƒA

MƒA

 SCIENCE

 SCIENCE

NYC’s communities - like many in dense, coastal cities

Keeping $20,000,000,000 worth of fossil fuel assets

- are increasingly vulnerable to the impacts of climate

underground will be the defining struggle of the next

change-related environmental degradation. Rising sea

30 years. If this carbon can be kept underground, it

MONDAYS, APR 15, APR 29, MAY 6

levels and average temperatures; more prolonged,

will mean a safer, more stable global climate and a

MƒA

frequent, and intense heat waves; and greater

healthier, more equitable future for billions of people.

incidence of extreme weather events all threaten the

This mini-course is for anyone interested in humanizing

health and well-being of many New Yorkers. Some

the way we teach climate change and incorporating

neighborhoods and populations disproportionately

issues of social justice into our science classrooms.

suffer the greatest burden. In response, the city is

Teachers in this mini-course will explore the social,

implementing a myriad of sustainability and resiliency

economic, and political inequities surrounding the

strategies now and in the coming years. This course

causes, effects, and response to our changing climate.

is for teachers who want to engage their students in

Throughout this course, teachers will build a toolkit of

a place-based, data-driven understanding of climate,

resources to incorporate social justice into their climate

environmental and health risks, and solutions. It will

curriculum and help their students envision a world in

also be a space for teachers to explore and share

which they help each other by helping our planet.

concrete examples of how science, technology,

Peter Mulroy is an MƒA Master Teacher and science teacher at the NYC

and policy interact in their own backyards. Teachers

iSchool in Manhattan.

Can you KenKen? Facilitators: MƒA Master Teachers Aaron Kaswell and Michael Paoli

 MATHEMATICS

Have you ever solved a KenKen puzzle? KenKen is an amazing mathematics and logic puzzle developed by Tetsuya Miyamoto that is now published daily next to the New York Times Crossword Puzzle. KenKen uses logic like Sudoku with an arithmetic twist. It comes in a wide variety of difficulty levels so it differentiates with students amazingly well. We can use KenKen as a way to teach mathematics skills by focusing on the arithmetic; we can use it to teach core values such a resilience or curiosity, or we can have it just be a fun puzzle to solve either alone (the Miyamoto method) or in groups. This mini-course will explore KenKen deeply in a variety of ways: mathematics and patterns behind the puzzles, pedagogy with KenKen, puzzle creation, and more. Our goal is for every teacher to leave this mini-course with more than just free puzzles. Teachers will also walk away with KenKen-related skills, ideas, and teaching techniques that they can bring into their classroom and use immediately. Every teacher will also

will discuss how to navigate and access a variety of publically-available data sets: climate projections, air quality reports, public health records, and environmental mapping. They will consider how these data sets can be integrated into their curricula

Coding a Social Justice Curriculum Facilitator: Kenny Graves WEDNESDAYS, MAR 13, MAR 27, APR 17 MƒA

and how to encourage students to learn more about

 COMPUTER SCIENCE AND TECHNOLOGY

environmental conditions and plausible solutions in

+ PLEASE NOTE: MARCH 13 IS A DOE ELEMENTARY SCHOOL PARENT-TEACHER CONFERENCE DATE.

their communities in NYC and beyond.

To what extent do we use our computer science

receive a variety of items - books, pencils, medals,

Kizzy Charles-Guzman leads efforts to ensure that New Yorkers

stickers, pins, etc. - to share with their students.

are ready to withstand and emerge stronger from the impacts of

classrooms to teach students how to be social

climate change. For over 12 years, Kizzy has worked with advocacy

justice advocates inside and outside our classrooms?

Aaron Kaswell is an MƒA Master Teacher and mathematics teacher at

organizations, City and State government agencies, and policymakers

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

to spearhead the passage of several city and state laws and to advance

Together, we will investigate the intersection of coding

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

citywide sustainability and climate resilience planning efforts. She has

Baker School in Manhattan.

received several national awards in recognition of her work to protect

(1) reflect on their own understanding of diversity

and enhance environmental quality and public health in New York, and

and use critical frameworks to understand the

has twice been named “Top 40 under 40 in NYC Politics” by City and

assumptions they bring to their CS classrooms, (2)

State New York.

and social justice. In this mini-course, teachers will:

experience sample projects that infuse culturally responsive teaching practices in CS topics from the CS4All Blueprint and AP Computer Science Principles

21

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Mini-Courses

Tac-Toe, Asteroids, and 2048. Teachers will walk away

into a system to challenge students, drive discussion,

with a multitude of engaging project ideas to use with

and enable feedback through guided online activities.

students.

This mini-course will allow teachers to become familiar

Matthew Carlberg is an MƒA Master Teacher and computer science

with the system while highlighting lesser known

teacher at Bard High School Early College Queens.

features and provide time for teachers to create their

Benjamin Siegel is an MƒA Master Teacher and mathematics teacher at

own lessons using Desmos and share them with the

University Prep Charter School in the Bronx.

group. There will also be time for problem solving to

contexts.

Margaret Tanzosh is an MƒA Master Teacher and computer science

help everyone be more effective in the classroom. No

teacher at New Explorations into Science, Technology and Math High

Kenny Graves has served in public and Independent schools for the

experience with Activity Builder is necessary. While

School in Manhattan.

most current activities are for mathematics teachers,

frameworks and create an action plan for their own curriculum, and (3) brainstorm innovative ways for teachers and students to get involved in digital social justice activism outside their immediate school

past nine years. A former award-winning high school teacher and professional developer, Kenny currently works as the Upper School Academic Technology Integrator at the Ethical Culture Fieldston School in the Bronx, NY, where he leads the academic technology program.

He is also an emerging researcher and Ph.D. candidate in Education Leadership at Teachers College, Columbia University, where his research broadly focuses on the extent to which principals can leverage content-specific leadership in technology and computer science education to address issues of social justice and digital inequality.

Creative Coding Projects in p5 Facilitators: MƒA Master Teachers Matthew Carlberg, Benjamin Siegel, and Margaret Tanzosh

there are also a ton of applications for science

Designing and Assigning to Reflection with the ALL-ED Framework Facilitators: MƒA Master Teachers Marvin AntebiGruzska and Shari Eng

classrooms.

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

MONDAYS, APR 1, APR 15, APR 29 MƒA  INQUIRY, PRACTICE, & LEADERSHIP

As we all know, “doing work” and “learning” are not

Engaging Whole Bodies for Mathematics at Walking Scale Facilitators: Jasmine Y. Ma, Ph.D., and MƒA Master Teacher Brooke Nixon-Friedheim

synonymous. In this mini-course, we will explore how

THURSDAYS, MAY 16, MAY 23, MAY 30

our instruction, assignments, and directions prompt

MƒA

MONDAYS, APR 15, APR 29, MAY 6

or excuse student thinking as they “do their work.”

 MATHEMATICS

MƒA

Through multiple activities and ample collaborative

+ PLEASE NOTE: MAY 16 IS A DOE MIDDLE SCHOOL PARENTTEACHER CONFERENCE DATE.

 COMPUTER SCIENCE AND TECHNOLOGY

work-time, we will analyze and revise our assignments

+ PLEASE NOTE: THIS COURSE IS DESIGNED FOR TEACHERS WHO HAVE TAKEN PREVIOUS P5.JS COURSES AT MƒA, OR HAVE A BASIC KNOWLEDGE OF P5. TEACHERS ARE ASKED TO BRING THEIR OWN LAPTOPS.

and directions. The goal is for our students to be

What are kids’ bodies doing during mathematics

invited and motivated to focus more on the learning

class? What role do they play in “making sense,” versus

and thinking involved in their work and less on the

disrupting learning? We tend to imagine mathematics

Do you enjoy coding? Are you looking for fun,

mere completion of tasks, problems, or assignments.

problem solving as something that happens in our

engaging projects that can translate to a computer

Marvin Antebi-Gruzska is an MƒA Master Teacher and science teacher at

science classroom? In this course, teachers will code

Urban Assembly Gateway School for Technology in Manhattan.

much of mathematics teaching and learning has been

their own games or interactive programs in p5, a

Shari Eng is an MƒA Master Teacher and mathematics teacher at Bayside

relegated to individual student desks, small group

JavaScript library that “makes coding accessible for

High School in Queens.

tables, or demonstrations while students are required to “sit still.” However, by reconnecting mathematics

artists, designers, educators, and beginners.” As a full class, we will demonstrate arrays, classes, and object interaction in p5. Teachers will also explore programming techniques on how to create natural two-dimensional physical environments. Then,

Desmos Activity Builder Facilitator: MƒA Master Teacher Matt Baker

to our physical, perceptual selves, a whole-body approach can support learners’ sense-making and

WEDNESDAYS, MAR 20, APR 3, APR 17

conceptual development. In this course, we’ll explore

MƒA

what embodied movement and activity might mean for

individuals (or paired programming teams) will have the

 MATHEMATICS

opportunity to code their own interactive project or

Anyone who has used the Desmos graphing calculator

choose from a multitude of projects, from beginner to

knows what a powerful tool it is for visualizing

advanced level, that the facilitators have used in their

functions and highlighting conceptual understanding.

own classrooms. These include projects such as Tic-

The Desmos Activity Builder elevates this powerful tool

22

minds, in conversation, or in writing. Consequently,

mathematical understanding, investigate theories of cognition and learning, look at alternatives that might inform our practice, and experience examples of largescale, whole body activities. Topic areas will include number sense, function, and geometry. This course

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Mini-Courses

Matt Malina is the director and founder of NYC H2O, a non-profit organization founded in 2009 that offers education programs about NYC’s water and ecology. NYC H2O’s mission to raise awareness about NYC’s water and waste treatment systems has reached thousands of

is designed to allow for self-differentiation so that the material is applicable regardless of experience level or

students, impressing upon them the scale on which our water system functions and the unique ecology and engineering behind it.

Frankenfoods: The Genetic Modification of our Food Supply Facilitator: MƒA Early Career Teacher Sabrina Miller WEDNESDAYS, MAR 20, APR 3, APR 17 MƒA  SCIENCE

content that is being taught.

Sally Warring is a biologist and a science communicator based in New York City. Sally has a B.Sc. with Honors in botany from the University of

A large portion of our food supply is genetically

Jasmine Y. Ma is Assistant Professor of Mathematics Education at

Melbourne in Australia (although she’s from New Zealand), and a Ph.D.

NYU Steinhardt. Her research considers how young people engage in

in genomics and molecular biology from New York University. She’s

modified. Most corn, soy, and cotton crops grown

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

currently a postdoctoral research scholar at the American Museum of

for supporting their learning in the mathematics classroom. As a part

Natural History where she studies microbial organisms from all over the

they have been genetically engineered for glyphosate

of this work, she investigates how learners might deploy their bodies in

world.

(herbicide) resistance. In this mini-course, we will

service of, or as integral parts in, mathematics problem solving.

Brooke Nixon-Friedheim is an MƒA Master Teacher and mathematics teacher at Long Island City High School in Queens.

The Engineering and Ecology of the Ridgewood Reservoir Facilitators: Matt Malina and Sally Warring, Ph.D. FRIDAYS, MAY 3, MAY 17 5:00P.M.-7:00 P.M. OFFSITE  SCIENCE + PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE. BOTH SESSIONS WILL BEGIN AT 5:00PM.

explore the science behind how foods are genetically

Experimental Design: Monitoring Behaviors using Model Organisms Facilitator: Latasha Wright, Ph.D.

implications of genetically modifying our food which

 SCIENCE

can be used to develop rich discussions with students

Scientists are always asking questions, and to

after performing the lab.

answer these questions they try to design the right

Sabrina Miller is an MƒA Early Career Teacher and a science teacher at

experiment, but no experiment is perfect; there are

The Academy for Young Writers in Brooklyn.

always constraints and design issues. The joy of hypothesis and the experiment designed to test that

Brooklyn and Queens. Built in 1859 to supply the once

hypothesis. If the scientist is lucky, the results derived

independent City of Brooklyn with high quality water,

from an experiment lead to even more questions.

it became obsolete with the addition of new reservoirs

In this course, we will use model organisms such as

in the Catskills in the 1950s and was decommissioned

daphnia, pill bugs, drosophila, and arabidopsis, to play

in the 1980s. Since then, nature has taken its course

with asking questions, and then design experiments

in a perfect case study of ecological succession. A

to answer those questions. Teachers will collaborate

lush and dense forest has grown in its two outside

with scientists and each other to build take-home

basins, while a freshwater pond with waterfowl sits in

kits containing model organisms and the necessary

the middle basin. This two session mini-course will

materials to perform novel experiments in their own

focus on water ecology, ecological succession, and

classrooms.

environmental stewardship. In session one, teachers

Latasha Wright, Ph.D., is a chief scientist for the BioBus and BioBase.

will be introduced to the engineering and history of

She has co-authored numerous publications and presented her work at international and national conferences. BioBus enables Latasha to share her love of science with a new generation of scientists. Latasha spearheaded the creation of the first BioBase community lab, the

basin by collecting water samples and using portable

BioBus internship program, and the Harlem expansion. Every day that

microscopes connected to mobile devices for easy

Latasha spends teaching students about science in this transformative

23

engineered for glyphosate resistance. The course will culminate in a discussion of the history and

50 acre natural oasis that straddles the border of

viewing and photo documenting.

DNA to determine whether certain foods have been

OFFSITE

doing science is exploring the interplay between a

will more closely examine the pond life in the middle

modified and use biotechnology kits from Harlem

TUESDAYS, APR 30, MAY 14, MAY 28

The Ridgewood Reservoir, in Highland Park, is a

the Ridgewood Reservoir. In session two, teachers

in the United States are “Roundup Ready,” meaning

environment helps her remember that science is fun. She loves sharing the journey of discovery with students of all ages.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Mini-Courses

and learn about the complex microbial communities

force-sensitive resistors), and communicate with the

responsible for the diverse flavor profiles of cheese.

user through the computer. Previous programming

Teachers will also learn how to use these robust

experience is not required (though readings for those

ecosystems to understand microbial interaction by

with no programming experience will be provided

culturing and sequencing these cheese microbes.

prior to the start of the course). Teachers with varying

Teachers will begin their three cheese course with a

degrees of experience using Arduinos are welcome. All

tour of the cheese cave at Murray’s Cheese in Long

materials will be provided by the facilitator.

Island City. In addition to the tour, there will be a

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

tasting and literature review of cheese microbial

View High School in the Bronx.

communities. In sessions two and three, teachers will

Michael Zitolo is an MƒA Master Teacher and science teacher at Bard

learn how to culture cheese microbes, isolate and

High School Early College in Manhattan.

How does New York City’s geology affect its

sequence microbial DNA, and utilize bioinformatic

Yenmin Young is an MƒA Early Career Teacher and science teacher at

topography? Join us as we share resources and discuss

platforms for identifying these microbial species.

East Side Community School in Manhattan.

teaching geology in tandem with topography in the

This mini-course is suitable for high school science

earth science classroom. This course is for teachers

teachers who are interested in teaching students about

eager to get their students out of the classroom and

fermentation, microbiology, and molecular biology.

into a hands-on earth science environment, and for

Odaelys Walwyn-Pollard, Ph.D. works with RockEDU, Rockefeller

teachers who appreciate their local geology and

University’s Science Outreach Program, as a scientist/educator who’s

TUESDAYS, MAR 5, MAR 19, APR 2

passionate about teaching and mentoring students in ways that can

MƒA

Geology and Geography in the Classroom Facilitators: MƒA Master Teachers Constance Giannakakis and Gloria Nicodemi TUESDAYS, APR 30, MAY 14, MAY 28 MƒA  SCIENCE + PLEASE NOTE: SESSION TWO OF THIS MINI-COURSE WILL BE HELD IN ISHAM AND INWOOD PARKS IN THE BRONX.

geography and want to dig a bit deeper. We will begin by studying maps of the city’s geologic features and bedrock. In the second session, we will venture out

foster their appreciation for science. She’s an experienced high school and college educator with a background in Microbiology/Immunology and is interested in conducting research using the foods we love.

experiences for our students to help them better understand what their city is built on, and how it’s geologic features came to be.

Constance Giannakakis is an MƒA Master Teacher and science teacher at the High School of Telecommunication Arts and Technology in Brooklyn.

Gloria Nicodemi is an MƒA Master Teacher and science teacher at the East-West School of International Studies in Queens.

Getting Cheesy: Microbial Analysis of Cheese Facilitator: Odaelys Walwyn-Pollard, Ph.D. WEDNESDAYS, MAY 1, MAY 8, MAY 15 OFFSITE  SCIENCE + PLEASE NOTE: SESSION ONE WILL TAKE PLACE OFFSITE IN LONG ISLAND CITY. SESSIONS TWO AND THREE WILL TAKE PLACE OFFSITE IN MANHATTAN. ADDITIONALY, MAY 15 IS A DOE ELEMENTARY SCHOOL PARENT-TEACHER CONFERENCE DATE.

Have you ever wondered what makes cheese so delicious? In this course, we will answer this question 24

 MATHEMATICS

Who made that mathematics problem up? Why would anyone create that? This course aims to answer those

into the field by visiting Isham and Inwood Parks.

Finally, we will collaborate to design NGSS aligned

History of Mathematics: Mesopotamia to the Renaissance Facilitator: MƒA Fellow Patrick Cox

Getting Started with Arduinos Facilitators: MƒA Master Teachers Andrew Wallace, Michael Zitolo, and MƒA Early Career Teacher Yenmin Young

questions by focusing on mathematics throughout human history from the Mesopotamians until Renaissance Europe, a period of nearly 5000 years.

Cultures to be touched upon will include Egypt, China,

WEDNESDAYS, MAR 13, MAR 27, APR 10

India, Ancient Greece, the Arabic world, and Medieval

MƒA

Europe. Additionally, we will examine whether methods

 COMPUTER SCIENCE AND TECHNOLOGY

used by people throughout history can provide

+ PLEASE NOTE: TEACHERS ARE ASKED TO BRING THEIR OWN LAPTOP. ADDITIONALLY, MARCH 13 IS A DOE ELEMENTARY SCHOOL PARENT-TEACHER CONFERENCE DATE.

opportunities for learning in today’s classrooms, or if

Arduinos are small, affordable microcontrollers that can be used to enrich a math, science, or engineering class. Are you interested in learning to use Arduinos, but not sure how to get started? Come learn with us!

We’ll explore the world of physical computing using

they are best viewed from a historical perspective only.

The mathematics content in this course will range from unit fractions to basic calculus approximations, but all teachers are encouraged to join!

Patrick Cox is an MƒA Fellow and mathematics teacher at Central Park East High School in Manhattan.

the simple yet powerful and versatile Arduino Uno microcontroller. Over the course of three sessions, we will learn how to program the Arduino to control actuators (like LEDs and speakers), take measurements from simple sensors (such as photoresistors and

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Mini-Courses

Investigations: How to Pose Problems so that Students Learn New Mathematics Facilitator: Kara Imm TUESDAYS, MAY 7, MAY 21, MAY 28

Intermediate Python Facilitators: MƒA Master Teacher Andrew O’Grady and MƒA Early Career Teacher Alex Duff TUESDAYS, APR 30, MAY 14, MAY 28 MƒA

MƒA & OFFSITE  INQUIRY, PRACTICE, & LEADERSHIP + PLEASE NOTE: IN ORDER TO PARTICIPATE, TEACHERS ARE REQUIRED TO PARTICIPATE IN AN INTER-VISITATION WITH KARA IMM ON TUESDAY, MAY 21, DURING SCHOOL HOURS. LOCATION: TBD.

 COMPUTER SCIENCE AND TECHNOLOGY + PLEASE NOTE: THIS COURSE IS FOR TEACHERS WHO HAVE TAKEN AN INTRODUCTION TO PYTHON COURSE, OR ARE FAMILIAR WITH BASIC PROGRAMMING STRUCTURES AND TECHNIQUES SUCH AS LOOPS, CONDITIONALS, AND FUNCTIONS. TEACHERS ARE ASKED TO BRING THEIR OWN LAPTOPS.

How might we both improve and increase our Python programming skills? Python is a computer language that is easy to learn and teach. It’s used by many professional programmers and is known for its readability. In this course, teachers will learn concepts in Python and will utilize skills to complete more advanced tasks such as reading and writing to files, solving nonlinear equations, working with large data sets, accessing APIs, and sending emails.

Through lessons and exercises, teachers will walk away with ideas for scalable Python projects to use in their classrooms and gain knowledge of the online resources available to the Python community.

What are investigations, and how might a teacher plan and facilitate one? In this unique mini-course, we will explore rich mathematical investigations using a workshop model, and come to a common understanding of what they are. In our first session, we will examine the various key elements that allow for investigations (from the tradition of Realistic Mathematics Education, or RME) to generate learning for students: leading the launch, assigning justright partnerships, conferring with mathematicians as they work, supporting the creation of pieces of mathematics, conducting a gallery walk, and facilitating a math congress. In our second session, we will meet at a school site where, with our host teachers, we will preview, observe, document, and debrief two investigations in two different grades.

Teachers will leave with a deep sense of how each of the key elements, working in conjunction, contributes

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

to the likelihood that students will make sense, and

Bronx Early College Academy for Teaching & Learning.

retain, new mathematics. In our final session, we will

Alex Duff is an MƒA Early Career Teacher and science teacher at

process and synthesize what we discovered during our

Renaissance High School for Musical Theater & Technology in the Bronx.

inter-visitations.

Kara Imm is a K-12 math educator, currently serving as the Co-Director of Math in the City (City College, NY). In this capacity, she provides

Making in the Classroom: Empathy, Problem Solving, and Human-Centered Design Facilitator: MƒA Master Teacher Jonathan Rothman TUESDAY APR 16 WEDNESDAYS, MAY 1, MAY 15 MƒA & OFFSITE  INQUIRY, PRACTICE, & LEADERSHIP + PLEASE NOTE: SESSION ONE IS ON A TUESDAY AND WILL TAKE PLACE OFFISTE IN JONATHAN’S MAKER SPACE, SESSION TWO WILL TAKE PLACE OFFSITE IN UPPER MANHATTAN, AND SESSION THREE WILL TAKE PLACE AT MƒA.

So you’ve built yourself a makerspace…now what? It’s time to dig deeper, beyond the cool tools, laser cutters, and 3D printers into the innovative, collaborative, and creative mindsets that can develop in a makerspace that is married to thoughtfully designed curricula.

Making has gone far beyond fad to become a cross-curricular approach that allows students to authentically explore and problem solve. In the first session, we will visit a makerspace to identify those physical components that allow making to cohabitate alongside the other needs in a NYC public school classroom. For session two, we’ll go to the Cooper Hewitt Smithsonian Design Museum to learn about design. There, we will explore the rich educational resources that the museum holds for our students, and we will experience their approach to the collaborative design process. Finally, we’ll bring it all together, creating lessons for our classrooms that intersect making with design thinking and STEM content so that our students will be fully equipped to solve authentic real world problems. Get ready to get hands-on!

Jonathan Rothman is an MƒA Master Teacher and computer science teacher at the Academy for Software Engineering in Manhattan.

professional development and school-based coaching to K-12 public schools throughout New York City and beyond. Kara earned a M.S. Ed in Early Adolescence from Bank Street College and a B.A. in American Studies from Stanford University. She is currently completing a Ph.D. in Urban Education from the Graduate Center, The City University of New York. Kara is the author of several publications for and with teachers, as well as a co-founder of the numeracy blog www.numberstrings.com.

25

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Mini-Courses

Mathalicious: Real-World Lessons that Challenge Students to Think Facilitator: MƒA Master Teacher Robert Burton TUESDAYS, FEB 12, FEB 26, MAR 12

Math in Everyday Transit Facilitator: Po-Shen Loh, Ph.D. TUESDAYS, MAR 26, APR 9, APR 30 MƒA  MATHEMATICS + PLEASE NOTE: MARCH 26 IS A DOE MIDDLE SCHOOL PARENTTEACHER CONFERENCE DATE.

MƒA  MATHEMATICS

in the Bronx.

world applications and provide students opportunities

Mathalicious provides real-world middle and high

an art, with many different options including taxis,

school mathematics lessons that are aligned to the

buses, subways, and trains, all interacting with planned

standards and challenge students to think critically

construction and unplanned delays. This mini-course

about the world. Beyond exploring this curriculum,

will explore what insights mathematics can provide

teachers will also have the opportunity to engage in

into the daily commute, from a perspective that can be

these lessons and plan a lesson for implementation in

adapted to include students in the discovery process,

their own classroom.

providing practical context to mathematical concepts

Robert Burton is an MƒA Master Teacher and mathematics teacher at

and reasoning. The level of math involved will range

Explorations Academy High School in the Bronx.

from middle school math to basic concepts from

Neuroscience: Examining and Expanding the Brain Facilitators: MƒA Master Teacher Lavonne Hunter and MƒA Early Career Teacher Aki Miake

perspective with students to inspire greater interest in

WEDNESDAYS, MAY 1, MAY 15, MAY 29

mathematics.

MƒA  SCIENCE + PLEASE NOTE: MAY 15 IS A DOE ELEMENTARY SCHOOL PARENT-TEACHER CONFERENCE DATE.

raise the world’s interest and ability in math. He is the founder of the free personalized learning platform expii.com, a mathematics professor at Carnegie Mellon University, and the national coach of the USA International Mathematical Olympiad team. His research and

You’ve likely heard that learning and the brain are inherently and mysteriously linked. Teachers are

educational outreach takes him around the world, reaching nearly

increasingly curious, and sometimes skeptical, about

10,000 people through in-person events each year, and featuring in or

how neuroscience and psychology research make it

co-creating online videos totaling over 4 million YouTube views.

into our classrooms. This mini-course is an interactive and comprehensive survey that explores current understandings of five essential topics: brain structure and function, memory, motivation, attention, and emotion. Teachers will learn about these five topics by studying pioneering neurobiology experiments and through primary texts. Teachers will have the opportunity to approach classroom work from each

26

As School in Manhattan.

Knowledge and Power Preparatory Academy International High School

primary resource we will be using is Mathalicious.

across the full spectrum of math and education, on a mission to

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

explore how to effectively plan a lesson that has real-

driving down the highway. Efficient commuting is

Po-Shen Loh is a mathematician and social entrepreneur, working

teachers from elementary science to AP and IB biology.

Aki Miake is an MƒA Early Career Teacher and science teacher at

much more complicated than jumping into a car and

a mathematical lens, and exploring how to share this

classroom strategies. This course is ideal for all

relevant to their own lives. In this mini-course, we will

to discuss current events and relevant issues. The

thinking about the familiar world creatively through

translating abstract science into specific and useful

Students are more engaged when they find lessons

In New York City, getting from Point A to Point B is

geometry and probability. The goal is to have fun

of these perspectives and gain rich experience in

Paper Engineering - Origami In Action!

Facilitators: MƒA Master Teachers Dorota Caetano and Terry Norwood THURSDAYS, MAY 9, MAY 23, MAY 30 MƒA  MATHEMATICS + PLEASE NOTE: MAY 9 IS A DOE HIGH SCHOOL PARENTTEACHER CONFERENCE DATE.

From self-assembling robots and foldable lenses to expanding solar panels in space, origami has given rise to many recent innovations in science, engineering, and medicine. Origami thinking can reduce the cost of innovation without sacrificing functionality. We live in the golden age of paper folding, with more complex models being devised every day. So, step aside paper cranes! Move over modular polyhedra! Here comes a new way to enjoy origami and explore its contributions to the STEM discipline. In this course, we will create several magical origami structures that collapse, rotate, blossom, spin and simply... do stuff! Nothing beats the sense of accomplishment more than making something with our hands. The world will fade away as we fold, crease and bend seemingly lifeless paper into engineering works of art. In the process, we will discuss the benefit of origami in our teaching practice, both by illustrating complex mathematics using paper folding, as well as inspiring students to dream up future inventions. Interactive origami can make paper engineers out of all types of learners!

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

Terry Norwood is an MƒA Master Teacher and computer science teacher at Vanguard High School in Manhattan.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Mini-Courses Paper Folding in the Mathematics Classroom Facilitators: Sunita Vatuk, Ph.D., Arundhati Velamur, and MƒA Master Teacher Tyler Hicks

Polar Coordinates Within and Outside the Bounds of AP Calculus Facilitator: MƒA Master Teacher Tom Blozy

conduct their own population studies. In session three, we will dive into the tools that citizen scientists contribute to and professional scientists use to better

TUESDAYS, FEB 12, FEB 26, MAR 12

understand what is happening in the avian world: eBird

MƒA

and iNaturalist.

 MATHEMATICS

TUESDAYS, APR 16, MAY 7, MAY 21

Teachers will examine the history of polar coordinates

MƒA

and additional coordinate systems beyond the

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

 MATHEMATICS

traditional Cartesian coordinate system. The polar

+ PLEASE NOTE: SUNITA WILL BE SKYPING IN FROM INDIA. ARUNDHATI AND TYLER WILL BE FACILITATING IN PERSON.

coordinate system will be developed and used to

Many teachers work to bring the “real world” into the

curriculum. Physics applications using calculus and

THURSDAYS, FEB 14, FEB 28, MAR 21

mathematics classroom, but “real” doesn’t have to

polar coordinates will also be emphasized. Teachers

MƒA

mean utilitarian. It can mean anything that students

will spend much of the time solving interesting

can touch, make, or imagine. Skills that students

problems, and they will make strong use of technology

develop while learning to fold can be used to explore

to explore and solve problems. This mini-course is

and explain a wide variety of mathematical ideas, foster

directed at teachers of calculus and courses that apply

conversations about deep mathematical concepts,

calculus techniques.

and provide motivation for developing common

Tom Blozy is an MƒA Master Teacher and mathematics teacher at

mathematical language. Paper-folding can be used

Brooklyn Technical High School.

solve problems within and outside the BC Calculus

to explore a wide variety of high school mathematics topics: including scaling and similarity, conic sections, systems of equations, exponential growth/decay, and more. We will share how we have used paper-folding

WEDNESDAYS, MAY 1, MAY 15, MAY 29

discuss, and adapt for their own classrooms.

MƒA

of Secondary Math Education at The City College of New York. She has worked extensively with mathematics teachers in NYC and India. As a

 INQUIRY, PRACTICE, & LEADERSHIP

Protocols are ways of organizing conversation to support rigorous discourse in the classroom that is both equitable and productive. In this mini-course, we will explore protocols that can be used in a variety of educational contexts to promote meaningful, efficient communication, problem solving, and learning. We will primarily be using protocols developed by the

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

and provide opportunities for teachers to explore, Sunita Vatuk, Ph.D., is a mathematician and former Assistant Professor

Protocols to Support Student Discourse Facilitators: Tina Glover and MƒA Master Teacher Lauren Couto

 SCIENCE + PLEASE NOTE: MAY 15 IS A DOE ELEMENTARY SCHOOL PARENT-TEACHER CONFERENCE DATE.

National School Reform Faculty, which can help lead to increased opportunities for learning and building space for all voices to be heard. Teachers in this minicourse may be asked to bring in dilemmas they want support with, student work they want to collaboratively examine, and plans for future lessons or sessions they want feedback on.

former Teaching Artist in NYC schools, she uses paper-folding, textiles,

Are you looking for real data sets your students

Tina Glover has worked at the American Museum of Natural History’s

art, and other hands-on activities in her own classes and workshops.

can explore? Are you interested in students gaining

partnership program, Urban Advantage, for over 12 years. She has

Currently, she is conducting research on the intersection between Indian design traditions and mathematics in India.

first-hand experience within a functional, thriving

over 20 years of experience working with students and teachers in formal and informal settings. She has her coaching certification from

ecosystem? Look no further than out your window!

the National School Reform Faculty and is working toward the NSRF

Learning at NYU Steinhardt. Arundhati is also a former MƒA Early Career

Birds are all around us, even in this highly developed

National Facilitator certification.

Teacher.

city - and with surprising diversity! If you can tell a

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

Tyler Hicks is an MƒA Master Teacher and mathematics teacher at Bard

pigeon from a starling, you’re halfway to being able

Eagle Academy for Young Men in the Bronx.

High School Early College Queens.

to do species counts and population studies of the

Arundhati Velamur is a doctoral fellow in the Department of Teaching &

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 go outside and collect real bird and environmental data which students can use to

27

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Mini-Courses Pythagorean Propositions Facilitator: MƒA Early Career Teacher Stan Kats MONDAYS, FEB 25, MAR 11, APR 1 MƒA  MATHEMATICS

Everyone knows the Pythagorean Theorem. It’s one of the most famous theorems in all of mathematics, a concept that’s used by students and teachers alike, and it has more than 400 different derivations. However, this one simple statement holds so many other ideas.

For example, did you know that one of the sides of a right triangle with integer sides is always going to be a multiple of 3 (or 4 or 5)? In this course, we will look at what the Pythagorean Theorem can tell us about all right triangles with integer sides, as well as how it can be used in Number Theory, Trigonometry, Calculus, and other advanced topics.

Stan Kats is an MƒA Early Career Teacher and mathematics teacher at Stuyvesant High School in Manhattan.

Question Formulation Technique: A Strategy to Facilitate Student Curiosity Facilitator: Michele Mavrovouniotis TUESDAYS, MAR 19, APR 9 MƒA  INQUIRY, PRACTICE, & LEADERSHIP + PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.

The Question Formulation Technique (QFT) is a strategy that 250,000 educators worldwide are using to teach students how to formulate their own questions.

their own discipline, learn strategies for effective QFT

Calling all teachers and homebrewers who enjoy

lesson design and facilitation, and work with planning

beer, and all those who want to learn more about

tools and classroom resources to begin designing and

the science behind brewing beer. This mini-course is

revising their own lesson with the QFT. Teachers will

designed for you! Over three sessions, we will explore

leave with a deep understanding of the strategy and

the beer brewing process and learn about the organic

the ability to immediately apply it with students and

chemistry, acids, esters, and fermentation involved in

share it with colleagues.

it. In our first session, we will discuss the underlying

Michele Mavrovouniotis has been a NYC educator for 29 years. As UFT

chemistry of each stage of the beer making process,

Teacher Center Staff, she works with teachers and school leaders to

the ingredients required, and the brewing procedure

deepen their knowledge of effective pedagogical practices. In response

for several different types of beers. During session

to teachers’ requests for professional learning to enhance classroom discussions and increase student-generated questioning, she began studying and practicing the Question Formulation Technique. Michele

Island. Led by brewmaster Sean Torres, teachers will

is proud to partner with Right Question Institute to share their strategy

help brew MƒA’s first beer on a pilot half barrel system.

with NYC educators.

In the last session, teachers will sample their brew and

As your students produce, work with, and use their own questions; they not only sharpen their critical thinking skills, but also take ownership of their learning.

In this active-learning experience, teachers will explore

examine the beer’s alcoholic fermentation. Throughout

Science in the Suds - The Chemistry of Beer Facilitators: MƒA Master Teachers Jodi Fertoli, Everton Henriques, and Jennifer Toner

the many ways the QFT is stimulating student curiosity,

THURSDAYS, MAR 28, APR 11, MAY 23

promoting deeper learning, and helping to build the

MƒA & OFFSITE

democratic habit of asking questions. Over the two

 SCIENCE

sessions, teachers will actively experience the QFT,

+ PLEASE NOTE: SESSIONS TWO AND THREE WILL TAKE PLACE ON STATEN ISLAND AT THE KILLS BORO BREWERY.

explore classroom examples and case studies from 28

two, teachers will tour the Kills Boro Brewery in Staten

the course, we will share the tools needed to start home brewing as well as provide connections and classroom resources around anaerobic fermentation and laboratory skills.

Jodi Fertoli, Everton Henriques, and Jennifer Toner are MƒA Master Teachers and science teachers at Staten Island Technical High School.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Mini-Courses Silk-Screening: Putting the “A” in STEAM Facilitators: MƒA Master Teachers Ashraya Gupta, Abigail Kirchman, and Jamie Munkatchy

Symmetries of Shapes and Numbers Facilitator: Mahmoud Zeinalian, Ph.D. MONDAYS, MAR 11, MAR 18, MAR 25

more memorable, more enjoyable and, last but not least, engages ALL students from start to finish. In the

 MATHEMATICS

We all have an intuitive understanding of the notion of symmetry. Our own bodies exhibit a lot of left and

OFFSITE

right symmetries. More abstractly, we all agree that a

 INQUIRY, PRACTICE, & LEADERSHIP

square is somewhat symmetric while a circle is even

+ PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE. ADDITIONALY, MARCH 26 IS A DOE MIDDLE SCHOOL PARENTTEACHER CONFERENCE DATE.

more symmetric. What is the mathematical idea behind

mathematics, printmaking is a way to integrate art into your STEM instruction. This mini-course will focus on learning how to create a screenprinting operation in our science or mathematics classrooms and provide space for thinking about how this work supports the learning of key STEM topics. For example, science teachers might be interested in thinking about screen printing as an entry point into the concepts of solubility and light sensitivity as they apply to photo emulsions.

Math teachers, on the other hand, might ask students

these intuitive concepts? The answer to this question is

many things beyond the geometric shapes we are used

needed to set up a workshop in a school setting, as well as work together to make connections to NGSS and Common Core standards.

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

Abigail Kirchman is an MƒA Master Teacher and mathematics teacher at The James Baldwin School in Manhattan.

Jamie Munkatchy is an MƒA Master Teacher and science teacher at The James Baldwin School in Manhattan.

Play method to address current challenges in the classroom.

facilitating workshops, Heidi worked for the LEGO Group as a creative digital producer and experience design strategist. She also leads a small design studio working out of New Lab in the Brooklyn Navy Yard.

and some number systems are more symmetric than

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

others. Some of the most challenging problems

Telecommunications Program where her coursework focused on

in mathematics come down to understanding the structure of various symmetries. In this course, we review a host of examples which will help us extract the essential features of the abstract concept of symmetry. The course will not assume many prerequisites aside from, perhaps, your interest in it.

doctoral students at the Graduate Center of the City University of New York and recipient of National Science Foundation research grants.

immersive storytelling and geolocation.

Urban Ecology and Foraging Facilitators: Zaac Chaves and MƒA Master Teacher Isabelle Giannella MONDAYS, MAY 13, MAY 20 MƒA & OFFSITE  SCIENCE + PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE. SESSION TWO WILL TAKE PLACE OFFSITE IN THE PARK.

Join us for an urban ecological study of bewildering

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

and oft-missed nature within the city. In the first session, teachers will familiarize themselves with iNaturalist, a mobile application tool for recording

TUESDAYS, APR 16, MAY 7, MAY 21

ecological observations and identifications. Teachers

MƒA

will practice using the app in Madison Square Park

 INQUIRY, PRACTICE, & LEADERSHIP

The LEGO Serious Play methodology is designed to actively immerse every teacher in the process while embracing a “leaning forward” approach where everybody contributes. The bricks are used as a medium to build and share ideas through storytelling and metaphors. The method is inclusive, adaptable and can be utilized in many types of situations to solve complex problems. In this mini-course, you will

29

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

to. For example, number systems have symmetries

session, teachers will practice printing with prepared

the course, we will share the resources and tools

challenge to improve collaboration and storytelling.

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

University, where he teaches and does research. He is a Ph.D. advisor to

emulsions and burn their very own print. Throughout

session, teachers will participate in a​shared building

of symmetry it becomes clear that it applies to so

a print operation. In this mini-course, we will think

In the next three sessions, teachers will work with

Serious Play method and materials. In the second

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

Mahmoud Zeinalian, Ph.D., is an Algebraic Topologist at Long Island

screens and learn how to stretch their own screens.

first session, teachers will be i​ntroduced to the LEGO

a fascinating one. Once we find the abstract meaning

to consider the calculations involved in designing about these content connections and more. In the first

create a learning experience that is more efficient,

MƒA

MONDAYS, TUESDAYS, MAR 12, MAR 19, MAR 26, APR 2

With applications in engineering, chemistry, and

learn how to use the LEGO Serious Play method to

and make connections to how foraging fieldwork can be used with their students. In the second session, teachers will be led by expert Zaac Chaves on a field identification and ecology tour of Central Park, focusing on invasive species and edible plants.

This course is for teachers who want to bring these fascinations, excitements, and beauty back to their students and/or even take their students on similar fieldwork in a park near them.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Mini-Courses

so few women mathematicians and why are we so

we will investigate how knots illuminate the more

unlikely to know about them or their work? In this

advanced algebraic concepts such as group theory,

course, we’ll examine the lives and mathematical

modular linear algebra, and the study of tangles; and

contributions of women from the 4th century to today.

we will consider how knot theory is used to understand

Mycological Club. Often turned to for field expertise regarding fungi,

At all levels of mathematics, from functions, geometry,

chemical and biological phenomenon. Theory will

Zaac Chaves guides people through realms in which details matter

and sequences and series, to modular arithmetic and

be interspersed with discovery activities intended to

immensely.

symmetries, numerous women have enriched and

investigate the common structures of mathematical

Isabelle Giannella is an MƒA Master Teacher and science teacher at West

advanced mathematics. Several of the topics we’ll

knots.

End Secondary School in Manhattan.

discuss belong to standard middle and high school

Bruce Samuels is an MƒA Master Teacher and mathematics teacher at

math curricula, thus providing us with an opportunity

Brooklyn Technical High School.

Zaac Chaves currently serves as a chief administrator with the Boston

We Code, You Play Facilitator: MƒA Master Teacher Renne Castro

to introduce these important female role models to our students along with the material.

MONDAYS, FEB 25, MAR 11, APR 1

Alissa S. Crans has been recognized nationally for her enthusiastic

MƒA

ability to share and communicate mathematics, having been honored

 COMPUTER SCIENCE AND TECHNOLOGY

by the Mathematical Association of America with the Hasse Prize for

+ PLEASE NOTE: TEACHERS SHOULD HAVE TAKEN ONE OF THE INTRODUCTORY COURSES IN PYTHON OFFERED THROUGH MƒA OR HAVE PRIOR EXPERIENCE IN PROGRAMMING WITH PYTHON.

expository writing on mathematics, as well as with the 2011 Henry

Ever wonder how video games are made? “We Code You Play” aims to demystify the development of video

L. Alder Award for distinguished teaching by a beginning college or university mathematics faculty member. Additionally, much of

 MATHEMATICS

underrepresented students in mathematics. She is currently a professor

+ PLEASE NOTE: MARCH 7 IS A DOE HIGH SCHOOL PARENTTEACHER CONFERENCE DATE.

of mathematics at Loyola Marymount University, where her research interests lie in the field of higher-dimensional algebra and are currently

computer science concepts such as variables, decision,

being generously supported by The Simons Foundation.

loops, and objects. As part of our exploration, we will We will discuss how to sequence lessons in order to

THURSDAYS, MAR 7, MAR 28, APR 11 MƒA

her work involves actively mentoring and supporting women and

games by reducing the process down to fundamental

develop replicas of “Whack-a-mole” and “Flappy Bird”.

Will This Be on the Test? Rich Tasks in Mathematics Facilitators: MƒA Master Teachers William Deadwyler and Kit Golan

Why Knot?

Facilitator: MƒA Master Teacher Bruce Samuels

Mathematics does not exist to be tested. It is full of beauty and wonder and inspires the mind and imagination to reach for great things. It is up to us as mathematics teachers to kindle this sense of wonder and excitement that comes when everything finally

lead students to the large project-based learning game

TUESDAYS, MAR 19, APR 16, MAY 14

design challenge, “We Code You Play,” where students

clicks in place. We must resist the mundane and inspire

MƒA

the fantastic. In this mini-course, we will examine what

work in groups to plan, implement, and demonstrate a game. Video games are an excellent engaging medium

 MATHEMATICS

a “rich task” is and isn’t while making connections to

Tie a cord into a knot and join the free ends so that the

curriculum and standards that we teach. Each session

only way to undo the knot is to cut it and you have a

will feature a different rich task aimed at engaging us as

mathematical knot. Simple? Yes and no. How are knots

adult learners and then provide time for us to discuss

the same and how are they different? This course will

the pedagogy behind using rich tasks. We will seek to

focus on the pursuit of knot invariants. Why knots?

put together resources to help teachers of all levels

Their study is fascinating, has accessible entry points,

access rich tasks for use in their classrooms. This mini-

and progresses as far as one cares to take it. Within

course is for teachers that enjoy problem solving in a

MONDAYS, APR 1, APR 8

the last 40 years, this study has gained new traction

low stakes, collaborative environment. Whether you

MƒA

with the discovering of DNA and observations in

are an expert or a novice in this work, we hope that

 MATHEMATICS

biology and genetics that once again make knot theory

you will find something of value in this mini-course.

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

practical and relevant. The course is intended for

Quick—think of five mathematicians! Maybe your

teachers of middle school and high school and scales

list included Pythagoras, Pascal, Euclid, Newton or

depending on the mathematical sophistication of the

Fibonacci. Did it include any women? Why are there

students. During the three sessions of the course,

to explore and learn computer science. Ready to play?

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

Who Figured That Out? Facilitator: Alissa Crans, Ph.D.

30

William Deadwyler is an MƒA Master Teacher and mathematics teacher at M.S. 324 - Patria Mirabal in Manhattan.

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

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

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

31

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Extended Length Courses Designing Theme-Based Mini-Units in the Mathematics Classroom Facilitator: Betina Zolkower, Ph.D. TUESDAYS, MAR 5, MAR 19, APR 2, APR 16, MAY 14, MAY 21 MƒA  MATHEMATICS

Developing Mathematics — A Landscape of Learning for Grades K-10 Facilitator: Kara Imm WEDNESDAYS, OCT 10, NOV 7, DEC 5, JAN 9, FEB 6, MAR 13, APR 10, MAY 8 MƒA

 SCIENCE

In this course we will trace the development of

+ PLEASE NOTE: THIS COURSE WILL REQUIRE SIGNIFICANT ONLINE COURSEWORK IN BETWEEN SESSIONS (3+ HOURS/ WEEK). ADDITIONALLY, YOU MAY OPT TO TAKE THIS COURSE FOR 2.5 GRADUATE LEVEL CREDITS THROUGH A TUFTS UNIVERSITY SCHOLARSHIP. THIS WILL REQUIRE ADDITIONAL HOURS OF ONLINE WORK AND INCLUDE GRADED EXAMS. AFTER YOU REGISTER THROUGH THE SMALL-WORLD NETWORK, YOU WILL RECEIVE INFORMATION ON HOW TO ENROLL IN THE TUFTS PROGRAM TO GAIN ACCESS TO THE ONLINE MODULES. ADDITIONALLY, MAY 15 IS A DOE ELEMENTARY SCHOOL PARENTTEACHER CONFERENCE DATE.

mathematics from early number (counting, unitizing, number as quantity and as space), through additive, multiplicative and proportional reasoning structures,

collaborative design of thematic mini-units aligned with

and conclude with a study of function. As a class we

the Common Core Standards of Mathematical Practice

will construct a connected landscape of learning

and composed of open-ended, non-routine problems.

by identifying the big ideas, strategies and models

These mini-units will address intertwined topics from

associated with students’ mathematical development.

number, algebra, and geometry strands with the aim of

We will draw upon classroom video, student work,

developing students’ number, symbol, and spatial sense

simulations, investigations and routines from current

while at the same time, strengthening their diagrammatic

and past Math in the City classrooms and invited

thinking and reasoning skills. Throughout the course,

teachers. The course will be of particular interest to

we will pay explicit attention to formulating meaningful

anyone who wants to:

focus and guidance questions, as well as the multiple

•

functions of diagrams as devices for thinking, ‘packing,’

Understand how the mathematics they teach and the mathematics of grades K–10 is related

•

geared toward math teachers working with students in grades 6 through 10.

WEDNESDAYS, FEB 27, MAR 20, APR 10, MAY 15 MƒA

 MATHEMATICS

In this extended length course, we will engage in the

and exchanging mathematical ideas. This course is

Tufts University Great Diseases Curriculum: Neurological Disorders Facilitators: Liz Genné-Bacon, Ph.D., and MƒA Master Teacher Mimi Prabhu

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

•

Situate the idea of learning progressions in

Betina Zolkower is an Associate Professor of Mathematics Education in

classrooms where kids are tackling rich and messy

the Secondary Education Department at Brooklyn College.

investigations •

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

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

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

How might neurological diseases become a subject to inspire curiosity, engagement, and excitement in your biology students? To start, teachers must have the most current and cutting edge understanding of the diseases that damage the nervous system. In this extended length course, teachers will learn the science behind neurological disorders and be introduced to the Great Diseases high school curriculum, produced by Tufts University. Teachers will engage in graduate level neuroscience content, explore numerous classroom resources, see how this work is being implemented in NYC public schools, and discuss ways to incorporate the Great Diseases curriculum into their own classrooms.

All resources including lesson plans, PowerPoint presentations, student handouts, online textbooks, and assessments will be shared.

Liz Genné-Bacon, Ph.D., is a postdoctoral researcher in the Center for Translational Science Education at Tufts University School of Medicine. Her work focuses on investigating methods for expanding access to educational innovations for diverse student populations. Liz earned her Ph.D. in genetics from Yale University where she focused on understanding how the brain regulates body weight in response to chronic stress.

Mimi Prabhu is an MƒA Master Teacher and science teacher at Stuyvesant High School in Manhattan.

32

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

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

33

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Single Session Workshops

this workshop, we will explore the art of applying mathematical theory to real-world engineering through scientific methods. The mathematical concepts used in

Activism in Math Class – Teaching Students to Create Powerful Infographics Facilitator: Flannery Denny

engineering consist mostly of applied analysis: vectors, matrices, computational methods, differentiation, and

Bayes’ Theorem: Applications in Medicine, Games, and More!

Facilitator: MƒA Master Teacher Lisa Bueno THURSDAY, MAY 30 MƒA

integration. We will explore how these mathematics

 MATHEMATICS

WEDNESDAY, MAY 15

topics are used in engineering and industry. During

Have you ever been caught in the rain without an

MƒA

this workshop, we will solve some engineering related

umbrella when the weather channel said there was only

 MATHEMATICS

mathematics problems within the field of classical

a 10% chance of rain? We see 10% and decide there is

+ PLEASE NOTE: MAY 15 IS A DOE ELEMENTARY SCHOOL PARENT-TEACHER CONFERENCE DATE.

mechanics and learn how MATLAB software can be

no way it will rain. This same thing happens all the time.

implemented as a computational tool. The goal is for

Want students to believe that mathematics is useful?

From medical diagnoses to political predictions, we

every teacher to leave with meaningful resources and

Let’s teach them how to use their mathematics skills

don’t always have a clear understanding of the statistics

ideas on how to motivate student learning through

to create compelling visuals about the issues they care

laid before us. Bayes’ Theorem can help us understand

mathematical applications in engineering.

statistics and probability in a new light. This workshop

Massimo Cervone is an MƒA Master Teacher and mathematics teacher

will introduce high school mathematics teachers to

at the Bronx High School of Science.

Bayes’ Theorem; it is for teachers who are novices in this

about. When students have the opportunity to ask and answer their own questions in the classroom, motivation is high. This workshop will offer up some examples of projects, on topics ranging from female incarceration to action figure proportions, that can help students deepen their understanding and visualization of proportional reasoning. We will explore strategies on how to create

specific field of statistics. We will take some time to go

Assessing Mathematical Reasoning Through Engaging Group Tasks Facilitators: MƒA Master Teachers Patrick Honner and Andrew Wille

visual comparisons and, in the process of creating some

MONDAY, MAR 18

of our own, will experience how time spent producing

MƒA

visuals deepens mathematical thinking. If you have an issue you are already passionate about, please bring a few facts that compel you to care about it!

Flannery Denny is passionate about connecting young people to communities and making mathematics relevant. A progressive mathematics educator with 15 years of teaching experience at

 MATHEMATICS

through common misconceptions, sample problems, and alternative solutions. We will then discuss some applications of Bayesian reasoning by looking at medical statistics, political predictions, weather forecasts, and how the ideas have been used in history.

Lisa Bueno is an MƒA Master Teacher and mathematics teacher at Midwood High School in Brooklyn.

Mathematicians work together, make mistakes, and struggle creatively with constraints, yet these abilities are rarely emphasized on traditional assessments. This workshop will explore specific structures for group tasks

Bridging the Gap Between Biology and Mathematics with Biostatistics Facilitators: MƒA Master Teachers Lisa Asher and Felicia Giunta

Manhattan Country School, IS 227Q, and Rondout Valley High School,

that encourage students to collaborate, be creative,

she has been writing and leading mathematics trails for her middle

share their thinking, learn from mistakes, and push

TUESDAY, APR 2

schoolers and their teachers for nine years. Flannery’s piece “Teaching

the boundaries of their mathematical understanding.

MƒA

Percent Change + Social Justice = Opportunity for Deep Mathematical

Additionally, teachers will engage in targeted discussion

 INQUIRY, PRACTICE, & LEADERSHIP

around eliciting and understanding student thinking

Have you ever wanted to show your students how to

through assessment. This workshop is for middle and

connect mathematics and biology? Does your school

high school teachers.

want you to teach lessons that are interdisciplinary?

Patrick Honner and Andrew Wille are MƒA Master Teachers and

Many students are interested in both subjects but do not

mathematics teachers at Brooklyn Technical High School.

necessarily see how the two disciplines are connected.

Discussion” is published in the second edition of Rethinking Mathematics.

Applying Mathematical Theory to Engineering Facilitator: MƒA Master Teacher Massimo Cervone TUESDAY, MAY 7 MƒA  MATHEMATICS

Do you have students constantly asking you why the mathematics they are learning matters? In 34

In this single session workshop, we will explore how to engage students in real life data analysis. Teachers in this workshop will walk away with adaptable resources that will help them connect genetics, population

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Single Session Workshops dynamics, and evolution with topics in statistics such as exponential growth models, regression lines, and chi-square distributions. This workshop is designed for Algebra 1, Algebra 2, AP Biology, AP Statistics, and Living Environment Teachers.

Lisa Asher is an MƒA Master Teacher and mathematics teacher at Staten Island Technical High School.

Felicia Giunta is an MƒA Master Teacher and science teacher at Staten Island Technical High School.

Charging Up Your Curriculum with Renewable Energy Facilitators: MƒA Early Career Teacher Szilvia Tobak and MƒA Master Teacher Emeritus Theresa Stanley WEDNESDAY, MAY 8 MƒA  SCIENCE

Interested in incorporating concepts about alternative and renewable energy into your science classroom?

This workshop will expose teachers to resources from the National Renewable Energy Laboratory (NREL)

Clues, Red Herrings, and Whodunits: Using Mystery in the Math Classroom Facilitators: MƒA Master Teacher Rachel Kessous and MƒA Master Teacher Emeritus Tempestt Taylor

which they can use to “green” their curriculum while

THURSDAY, MAY 16

also meeting science standards. Teachers will have the

MƒA

opportunity to circulate through various stations with

 MATHEMATICS

hands-on alternative energy activities and models.

+ PLEASE NOTE: MAY 16 IS A DOE MIDDLE SCHOOL PARENTTEACHER CONFERENCE DATE.

Stations will cover topics in physics, chemistry, biology, sustainability, and engineering. This workshop is aimed at high school teachers, however, all are welcome.

Szilvia Tobak is an MƒA Early Career Teacher and science teacher at Central Park East High School in Manhattan.

Theresa Stanley is an MƒA Master Teacher Emeritus and science teacher at Quest to Learn in Manhattan.

Join us for a night of intrigue, murder, heists, and mystery. Together, we will explore how mystery stimulates different parts of the brain and encourages connections between interdisciplinary content. In this workshop, we will examine and create engaging mystery activities that can be used in mathematics classrooms from middle school through high school. From murder mysteries to zombie apocalypses, let’s engage students’ curiosity! We will provide resources that we have used in our classrooms and work together to create tasks that develop and reinforce logic, innovation, and creativity.

Rachel Kessous is an MƒA Master Teacher and mathematics teacher at The Urban Assembly School for Law and Justice in Brooklyn.

35

Tempestt Taylor is an MƒA Master Teacher Emeritus and mathematics teacher at High School of American Studies at Lehman College in the Bronx.

Concept Inventories in Science - How to Read Your Students’ Minds Facilitator: MƒA Master Teacher Seth GuiñalsKupperman THURSDAY, MAY 16 MƒA  SCIENCE + PLEASE NOTE: MAY 16 IS A DOE ELEMENTARY SCHOOL PARENT-TEACHER CONFERENCE DATE.

We all want our students to be successful in the subject we teach. But do they really understand it? Some score a 95 on the Regents but still have a tenuous understanding of Newton’s laws, diffusion, or natural selection. Are they truly learning or just getting better at taking tests? One of the most powerful ways to probe for student understanding (as well as the perception of their own self-efficacy in the subject) is with student survey instruments. In this workshop, teachers will be

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Single Session Workshops

Contemplate then Calculate: Instructional Routines to Develop Structural Thinking Facilitator: Amy Lucenta

students’ capacity to construct viable arguments and critique the reasoning of others (Common Core Standard of Mathematical Practice 3). In it, students

introduced to some powerful research-informed surveys

TUESDAY, FEB 19; 9:00AM-12:00PM

interpret and consider the validity of another’s

of student understanding, discuss how and when to

MƒA

mathematical work, decide for themselves if they agree

administer student surveys, learn how to sort through

 MATHEMATICS

with the work, and then defend their decision. During

the results, and talk about next steps once results come

+ PLEASE NOTE: THIS WORKSHOP TAKES PLACE DURING THE DOE MIDWINTER RECESS.

this workshop, teachers will engage in the routine as

Developing structural thinking in ALL students is critical

how it helps a wide range of learners as they critique

as we prepare them for an ever-changing and complex

and construct viable mathematics arguments. Teachers

world. Teachers often ask what teaching structural

will leave understanding the components of the Decide

thinking looks like and sounds like, as well as how to

and Defend instructional routine, how they work in

support struggling learners. During this workshop,

concert to develop students’ capacities to construct

we will engage in repeatable designs for learning that

viable arguments and critique the reasoning of others,

develop all students’ capacity to ‘Look for and Make Use

and how to get started implementing the routine for

of Structure’ - Common Core Standard of Mathematical

themselves and for their students.

in. We will explore subject-specific surveys for biology, calculus, chemistry, computer science, earth science, and physics that are appropriate for any level. Students may be engaged and they may be scoring well…but are they really learning? Come see how to find out!

Seth Guiñals-Kupperman is an MƒA Master Teacher and science teacher at the Brooklyn Latin School.

Container Gardening Facilitator: MƒA Master Teacher Daniel Sharoff MONDAY, MAR 4 MƒA  SCIENCE

Would you like to green your thumb and green your school? One solution to accomplish both is container gardening! Container gardens are budget-friendly and

Practice 7. Teachers will leave the workshop understanding the instructional routine Contemplate

mathematics Clinical Teacher Educator for the Boston Teacher Residency Program. Amy has extensive K-12 mathematics experience

with learning disabilities, and ready to bring the routine

with a focus on developing the standards for mathematical practice

back to their classrooms and departments.

Amy Lucenta is a former middle school and high school teacher and

Residency Program. Amy has extensive K-12 mathematics experience with a focus on developing the standards for mathematical practice in each and every student. Amy is the co-author of Routines for Reasoning: Fostering Mathematical Practices in All Students, published

by Heinemann.

We will also discuss which plants thrive in containers, and when and how to grow those plants, using NYC growing schedules and weather information. We will focus primarily on edible plants like herbs, fruits, and

in each and every student. Amy is the co-author of Routines for Reasoning: Fostering Mathematical Practices in All Students, published

by Heinemann.

elementary mathematics coach. She also worked as a secondary

rooftops, balconies, and postage stamp sized backyards.

constructions, and solutions to common challenges.

elementary mathematics coach. She also worked as a secondary

supports for English language learners and students

mathematics Clinical Teacher Educator for the Boston Teacher

growing in containers, the different types of container

Amy Lucenta is a former middle school and high school teacher and

then Calculate, knowing the ‘baked in’ research-based

can be tailored to a variety of urban spaces, including In this workshop, we will explore the benefits of

mathematics learners, unpack the routine, and discuss

Evaluating Scientific Claims: An Introduction to Statistics Facilitator: Klejda Bega, Ph.D. WEDNESDAY, MAR 27 MƒA  SCIENCE

Decide and Defend: An Instructional Routine for Reasoning and Argument Building Facilitator: Amy Lucenta

+ PLEASE NOTE: MARCH 27 IS A DOE MIDDLE SCHOOL PARENTTEACHER CONFERENCE DATE.

Although most of our students will not become

vegetables. By the end of this session, teachers will

TUESDAY, FEB 19; 1:00-4:00PM

scientists, they will all have to make important life

have the knowledge and confidence to start their own

MƒA

decisions based on scientific claims. Therefore, it is

container garden in any space their school or home

 MATHEMATICS

important for students to become good consumers

has to offer. As container gardens offer a multitude

+ PLEASE NOTE: THIS WORKSHOP TAKES PLACE DURING THE DOE MIDWINTER RECESS.

of science and also to become discerning readers of

of possible instructional applications, this workshop is appropriate for all math and science teachers from

Creating and critiquing mathematical arguments

elementary to high school.

is essential and often difficult for students, it takes

Daniel Sharoff is an MƒA Master Teacher and a science teacher at the

repeated and explicit practice. Decide and Defend

High School for Arts and Business in Queens.

is a robust instructional routine designed to develop

36

primary scientific sources and peer-reviewed scientific articles. To achieve this, they need to understand the basic statistical tools scientists use to evaluate claims. In this workshop, we will work through concepts such as confidence intervals, p-value, correlation vs. causation,

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Single Session Workshops random vs. systematic errors, and how these concepts

Genes in Space/MiniPCR Facilitators: Emily Gleason, Ph.D., and Bruce Bryan

Geo-Arts: A Project-Based Approach to Geometry Facilitator: MƒA Master Teacher Arnulfo Farinas

TUESDAY, MAR 5

MONDAY, MAR 4

MƒA

MƒA

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

 SCIENCE

 MATHEMATICS

published scientific articles, presented at a level suitable

Genes in Space (genesinspace.org) is a free science

Students often ask us why we teach a particular

for high school students or advanced middle school

competition in which students design DNA research

lesson in geometry or algebra. Unfortunately, the

students, in order to consider how we might encourage

proposals for space. Winners will have their experiment

typical answers do not satisfy their curiosity. In this

our students to consult primary scientific sources or

launched to the International Space Station and become

workshop, teachers will experience how geometry is

apply statistics to solve real-life problems.

involved in real-world space biology research. MƒA,

used to appreciate the world through the arts. We will

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

miniPCR, and Boeing have partnered to create Genes

explore the role geometry has in the development and

a Lecturer in Discipline at Columbia University, where she teaches

in Space to give students the opportunity to participate

sustainability of art. Teachers will use mathematical rules

in self-guided experimental design at the cutting edge

and patterns in developing projects that will encourage

of space biology. In this workshop, we will discuss

creative thinking, allow for divergent solutions, and build

ideas for integrating Genes in Space into the biology

conceptual understanding of the required mathematics

classroom and also get hands-on experience with

content.

PCR and gel electrophoresis by utilizing Lab in a Box, a

Arnulfo Farinas is an MƒA Master Teacher and mathematics teacher at

free biotechnology loan program. We will conclude by

Manhattan Comprehensive Night and Day High School.

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

A Family Gene Facilitators: Joselin Linder and MƒA Master Teacher Michael Becker TUESDAY, FEB 12 MƒA  SCIENCE + PLEASE NOTE: TEACHERS ARE ENCOURAGED TO READ THE BOOK PRIOR TO THE WORKSHOP. YOU MAY BORROW A COPY FROM THE PD TEAM OFFICE OR PURCHASE THE BOOK AND BE REIMBURSED THROUGH YOUR MƒA FLEX FUNDS ACCOUNT IF YOU SAVE YOUR RECEIPT.

A mysterious illness, a deadly gene, a family mystery, and revolutionary medicine. The Family Gene is author

illustrating how these essential DNA analysis techniques can enhance the learning of space science, human genetics, agriculture, environmental science, and forensics.

Girls in STEM: Changing the Gender Narrative Facilitators: MƒA Master Teachers Amy Brenner and Helen Dole

Emily Gleason, Ph.D., is Director of Educational Initiatives and

WEDNESDAY, MAY 8

Engagement at miniPCR, where her main focus is the Genes in

MƒA

Space competition. Emily received her Ph.D. in Biology from Harvard

 INQUIRY, PRACTICE, & LEADERSHIP

University before pursuing her passion for science education as a member of the Curriculum Fellows Program at Harvard Medical School.

Girls do not pursue STEM studies and careers at the

Joselin Linder’s memoir about her father’s illness and

Through her work, Emily hopes to inspire everyone to release their

same rate that boys do. Society promotes the stereotype

a rare, genetic disease that has only been seen in her

inner scientist.

that boys are better at mathematics and science than

family! In this workshop, we will explore her story, the

Bruce Bryan, M.S., is Director of Curriculum at miniPCR. Bruce was

girls. Studies show that teachers’ influence on this trend

book, and genomic medicine. As teachers learn more

trained at Brown University as an evolutionary geneticist working

about this true case study come to life, they will also

with drosophila before becoming a high school biology teacher.

discuss relevant curriculum that could fit into a biology or genetics course.

is stronger than their parents’, and there is also research

As a teacher, Bruce brings a range of experience, having taught in

that demonstrates that teachers’ biases in favor of boys

underprivileged city schools as well as in suburban classrooms.

have long-term consequences. In this workshop, we will delve into this research. Additionally, we’ll work together

Joselin Linder is a writer and author. Her work has appeared in The New

to develop strategies that we can use in our own

York Post, Elle.com and Morning Edition. She has co-written books on

classrooms that combat these dangerous stereotypes,

gamification and relationships. Most recently, HarperCollins put out her memoir about the history of medical genetics, The Family Gene. She

and we will strategize ways to empower all students to

lives in Brooklyn, NY with her husband and two dogs.

embrace their mathematics and science abilities.

Michael Becker is an MƒA Master Teacher and science teacher at KIPP

Amy Brenner is an MƒA Master Teacher and mathematics teacher at

NYC College Prep High School in the Bronx.

Martin Van Buren High School in Queens.

Helen Dole is an MƒA Master Teacher and science teacher at Lower Manhattan Community Middle School.

37

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Single Session Workshops

This workshop is for anyone who wants to take their practice public and collaborate to refine and hone their public speaking skill set. In this workshop, we will

Glass in the Class: The Science of Glass Facilitators: MƒA Master Teachers Jason Grossman and Daniel Madden TUESDAY, APR 30

consider how to craft a message, engage the audience, prepare impactful visuals, and more. Both new and

Have you ever wondered about the mysterious

THURSDAY, MAR 28 MƒA

seasoned public speakers are welcome.

 INQUIRY, PRACTICE, & LEADERSHIP

Megan Roberts is the Executive Director of Math for America.

Are you a mathematics or science teacher who teaches

OFFSITE  SCIENCE

The IEP and Me: Understanding IEPs to Support Students with Special Needs Facilitator: MƒA Master Teacher Adam Lewis

students with special needs? Would you like some

“I’m Bad at Math” - Combatting Math Anxiety Facilitator: MƒA Master Teacher Kat Glass

guidance on better understanding and navigating their IEPs? While the IEP and the Special Education Student

properties of glass and how it’s a perfect medium for

MONDAY, MAY 13

Information System (SESIS) can be quite daunting

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

MƒA

and overwhelming, the goal of this workshop is for

you’ve wondered why some forms of glass can be so heat resistant while others can take on fluid-like properties at high temperatures? In this workshop, we will explore the properties of glass and the art forms of glass blowing and glass working. This workshop will give chemistry teachers forays into STEAM and the applications of chemistry within the arts. Teachers will get a first-hand look into the scientific world of glass blowing, including Prince Rupert Drops, fiber optic cable, neon lighting and more. Journey with us as we explore how the composition of the sand utilized in glass impacts its properties. From this exciting platform, we can then dive deep into how we can connect this work to our classrooms. This workshop will help you to shatter that boring old curriculum and forge a shiny new one!

Jason Grossman is an MƒA Master Teacher and science teacher at Robert F. Kennedy Community High School in Queens.

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

 MATHEMATICS

This workshop is for mathematics teachers of all grades who have ever heard a student say, “I’m bad at math.” In an effort to better understand their students, teachers will learn about various factors causing mathematics anxiety and gain an appreciation for how this anxiety can impair performance in mathematics class, both dayto-day and on assessments. In the workshop, teachers will first reflect on their own classrooms and students and determine what ideas and solutions they already have about mathematics anxiety. They will then read

teachers (of all subjects and grade levels) to become more comfortable and confident reading and utilizing the IEPs of their students to best plan and differentiate for them. Teachers will be able to view sample IEPs and learn where to find the most useful information and what to do with that information. They will also be able to collaborate with other teachers to discuss and develop strategies for teaching and supporting their own students with special needs.

Adam Lewis is an MƒA Master Teacher and science teacher at City College Academy of the Arts in Manhattan.

and discuss short articles about mathematics anxiety.

In the final portion of the workshop, teachers who have implemented effective methods to address mathematics anxiety will be invited to present their techniques to the group. Teachers will leave the workshop with a better understanding of the causes of mathematics anxiety and some practical techniques they can use to better support their students.

Kat Glass is an MƒA Master Teacher and mathematics teacher at the Brooklyn Latin School.

Going Public: Advice, Coaching and Support for Public Speaking Facilitator: MƒA Executive Director Megan Roberts WEDNESDAY, MAR 13 MƒA  INQUIRY, PRACTICE, & LEADERSHIP + PLEASE NOTE: MARCH 13 IS A DOE ELEMENTARY SCHOOL PARENT TEACHER CONFERENCE DATE.

38

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Single Session Workshops

learning. We will focus on how to unravel some of the most common misunderstandings in genetics and discuss how to effectively teach technologies such as

Increasing Student Accountability with Nearpod and Peardeck Facilitators: MƒA Master Teacher Rose Ventimiglia and MƒA Early Career Teacher Leah Goldstein WEDNESDAY, MAY 22

genome editing and recombinant DNA. This workshop is directed toward teachers of Living Environment, AP

+ PLEASE NOTE: TEACHERS ARE ASKED TO BRING THEIR OWN LAPTOP.

Would you like to enable 100% student participation at all points in your lesson? Would you like to spend less time planning and more time teaching? Are you interested in learning how to create an interactive student-centered slide presentation and assessment tools that allow all students to engage in real time? In this workshop, teachers will be introduced to Nearpod and Peardeck - two platforms that offer similar services.

After the introduction, teachers will choose a breakout group to attend in order to begin exploring how each tool can be used to engage students.

Rose Ventigmiglia is an MƒA Master Teacher and science teacher at the Brooklyn Science and Engineering Academy.

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

MƒA  MATHEMATICS

Maria Nedwidek-Moore is an MƒA Master Teacher and science teacher

Have you ever considered the use of mathematics

at Stuyvesant High School in Manhattan.

in theatre? As mathematics teachers, we strive to implement real-world applications and open students’

How to Spark Joy in Teaching: Self-Reflection for Busy Teachers Facilitator: MƒA Master Teacher Sarah Leaman

eyes to the unseen mathematics around them. In this workshop, teachers will be guided through activities co-created by a high school mathematics teacher and a

TUESDAY, MAY 14

lighting design teaching artist. These activities include:

MƒA

using trigonometry to predict where a pool of light

 INQUIRY, PRACTICE, & LEADERSHIP

will fall, determining where a light should be placed,

As teachers, we rarely have time to stop and think, let

referencing brightness measures from the Backstage

alone breathe deeply and reflect on our practice. In this

Handbook to determine how bright a beam will be,

workshop, we will do just that. In the spirit of renewal,

and drafting a light plot for use in a school theater

and in a low-stress, supportive environment, we will take

performance. Teachers will also have time to collaborate

time to reflect on our own professional journeys. We will

and brainstorm other applications, to ask questions

look at the big questions around our teaching such as,

about implementation in the classroom, and hopefully

how do we create more joy and success in our practice?

time for Q&A with a real lighting designer.

What do we do both in and out of the classroom that

Courtney Ferrell is an MƒA Master Teacher and mathematics teacher at

builds energy, empowers us, and helps us sustain our

the Bronx Theatre High School.

teaching? How can we face the challenges that arise

the New Visions Charter High School for Advanced Math and Science

and take charge of our own success? We will answer

III in Brooklyn.

these questions through writing, drawing, visualization, mindfulness, and discussion. Come with an open mind

Insidious Misconceptions in Genetics and How to Vanquish Them Facilitator: MƒA Master Teacher Maria NedwidekMoore, Ph.D.

TUESDAY, APR 2

Biology, or Genetics.

MƒA  INQUIRY, PRACTICE, & LEADERSHIP

#lit Theatrical Lighting Design in the Math Classroom Facilitator: MƒA Master Teacher Courtney Ferrell

and leave with tools for continued reflection, renewal, and growth.

Magnetic Levitation Facilitators: MƒA Master Teacher Christopher Boyd and MƒA Early Career Teacher Kristin Reetz WEDNESDAY, MAY 22 MƒA

Sarah Leaman is an MƒA Master Teacher and elementary school teacher

 COMPUTER SCIENCE AND TECHNOLOGY

at P.S. 321 in Brooklyn.

Do you strive to engage students in hands-on activities

TUESDAY, MAR 26

that employ mathematical and scientific thinking? In this

MƒA

workshop, teachers will have the opportunity to create,

 SCIENCE

test, and modify a vehicle using magnetic levitation

+ PLEASE NOTE: MARCH 26 IS A DOE MIDDLE SCHOOL PARENTTEACHER CONFERENCE DATE.

technology (MagLev). Data collected from these MagLev

How often do you encounter students who think like Lamarck, believe that mutations are always harmful, or are convinced that all GMOs are bad? In this workshop, teachers will explore these and other genetics misconceptions which are often obstacles to student 39

experiments will be tracked and analyzed. We will then use the data to make generalizations and predictions about magnetic phenomena. Teachers will engage in discourse on how they can use similar activities involving MagLev in their own classroom to increase student engagement and bring STEM to life.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Single Session Workshops

March Mammals Madness Facilitator: MƒA Early Career Teacher Emily Schmidt, Ph.D.

Christopher Boyd is an MƒA Master Teacher and mathematics teacher at

WEDNESDAY, FEB 6

Eximius College Preparatory Academy: A College Board School in the

MƒA

Bronx.

Kristin Reetz is an MƒA Early Career Teacher and mathematics teacher at Eximius College Preparatory Academy: A College Board School in the Bronx.

 SCIENCE

“Who would win in a fight - a tiger or a lion?” If your students haven’t asked this exact question, they’ve probably asked something similar. Young people are

Book Club: Make it Stick Facilitator: MƒA Master Teacher Devin Sprague TUESDAY, MAY 14 MƒA  INQUIRY, PRACTICE, & LEADERSHIP + PLEASE NOTE: TEACHERS ARE EXPECTED TO ACQUIRE AND READ THEIR OWN COPY OF MAKE IT STICK: THE SCIENCE OF SUCCESSFUL LEARNING PRIOR TO THE WORKSHOP. MƒA WILL BE ABLE TO REIMBURSE TEACHERS WHO PURCHASE THE BOOK AND SUBMIT THEIR RECEIPTS WITH THE FLEX FUNDS FORM.

innately curious about the natural world, and with March Mammal Madness (MMM), you can harness the power of this curiosity to teach them about animal adaptations and more. Each February, the scientists behind MMM publish a bracket that pits mammals, and the occasional “alt-mammals”, against each other in a hypothetical tournament similar to college basketball’s March Madness. Students of all ages conduct research on the animals to make their predictions and then throughout

Are you interested in shifting your instructional practices

March and early April, watch the virtual battles play out

to better align them with what neuroscience research

on Twitter. In this workshop, teachers will learn how

suggests works best in learning? In this workshop,

the tournament works, make their own predictions in

teachers engage in structured dialogue about Brown,

a mini-bracket, and share ideas for using MMM in their

Roediger, and McDaniel’s best-seller Make It Stick: The

classrooms as soon as the 2019 bracket drops!

Science of Successful Learning. In our conversation, we

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

will highlight and address new ways the book makes us

The Bronx High School of Science in the Bronx.

think about our classroom practice. Specifically, we will explore how students learn, classroom strategies that tap into some of the neurological phenomena discussed

MƒA Tech Night Facilitators: MƒA Master Teacher Aimee Kemp

in the book, and discuss any lingering questions.

WEDNESDAY, FEB 13

Emphasis will be placed on the case studies of students

MƒA

and teachers in chapter eight. This workshop is intended

 COMPUTER SCIENCE AND TECHNOLOGY

both for teachers new to educational neuroscience as

+ PLEASE NOTE: TEACHERS ARE ASKED TO BRING THEIR OWN LAPTOP.

well as for teachers who have some familiarity and have

Aimee Kemp is an MƒA Master Teacher and science teacher at Mark Twain I.S. 239 for the Gifted & Talented in Brooklyn.

Mobiles: Making Sense of Equality and Equations Facilitators: MƒA Master Teachers Nancy Buck and Kristen LaPlante THURSDAY, MAY 30 MƒA  MATHEMATICS + PLEASE NOTE: TEACHERS ARE ASKED TO BRING THEIR OWN LAPTOP.

Equality is one of the most powerful concepts found at all levels of mathematics. Too often, students learn procedural steps to solve equations without having a rich understanding of why they are performing each move. We see students who know how to solve equations but do not make sense of what the equal symbol means. In this workshop, we will look at balance mobiles as a frame for students to internalize the power of equality and think algebraically about equations.

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

Kristen LaPlante is an MƒA Master Teacher and mathematics teacher at the NYC iSchool in Manhattan.

Nanomaterials: An Interdisciplinary Approach to Science Facilitator: Prahlad Routh, Ph.D. MONDAY, MAY 20 MƒA  SCIENCE

Nanotechnology and its promises are widely disseminated in popular science media in almost every

already begun implementing these neuroscience-based

Join us for an MƒA Tech Night! We will learn about

context. However, outside research labs, nanomaterials

strategies in their own classrooms.

and explore digital tools that support assessment,

still seem to be a far-fetched reality or science fiction.

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

differentiation, organization, and other classroom

In this workshop, teachers will be introduced to

R. Murrow High School in Brooklyn.

structures. Our expert facilitators are MƒA Master

nanoscale, explore why nanomaterials have great

Teachers who learn by doing and are excited to

potential, and discuss their current applications. While

share tips, tricks, and strategies to maximize these

the synthesis of nanomaterials requires knowledge

technologies with other STEM teachers.

of materials chemistry, development of functional nanomaterials requires a more holistic understanding.

40

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Single Session Workshops

Kendra Krueger is an award-winning educator and engineer who

Jason Econome is an MƒA Master Teacher and science teacher at

believes in the transformative power of science. She has a bachelors

Stuyvesant High School in Manhattan.

and masters degree in Electrical Engineering (BS Rensselaer Polytechnic Institute, MS University of Colorado Boulder) and has

As such, teachers will also examine how the study of

industry experience in radio astronomy, photonics, nanofabrication,

nanomaterials can be integrated into every science

and ceramic sciences. Her transformative teaching philosophy

discipline. We will focus on fluorescence spectroscopy,

integrates play, mindfulness and intuitive learning with science to allow

designing next generation solar cells, nanoelectronics devices, and bio-sensors. We will also discuss how nanomaterials can help students see that STEM disciplines inevitably must work together.

Prahlad Routh earned a Ph.D. in Materials Science and Engineering from Stony Brook University and is currently a Lecturer and post-doctoral researcher at Columbia University. He teaches Frontiers of Science, a required interdisciplinary science course, part of the Columbia Core Curriculum and does research on developing next generation solarcells and advanced opto-electronics materials in collaboration with

students to develop not only their analytical minds but also to evolve their emotional and social selves.

Camille Santistevan, MSW, has nearly a decade of experience creating programs and building collaborative partnerships in the context of higher education. Among the first staff members hired at the Advanced

Spring semester physics contains a hodgepodge of conceptually challenging topics which can leave

of undergraduate students, has written, secured, implemented, and

students baffled. Good demos can keep lessons

evaluated sponsored programs, and has coordinated hundreds of conferences, workshops, and special events.

High School for Health Professions and Human Services in Manhattan.

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

 SCIENCE

Are you interested in bringing your class on an educational tour of the Advanced Science Research Center (ASRC) IlluminationSpace? Join us to learn more about the research initiatives taking place at ASRC and to explore the five interactive components of the IlluminationSpace: environmental sciences, nanoscience, neuroscience, photonics, and structural biology. Each exhibit showcases the fundamental elements and real-world applications of the research using touch and motion-responsive games and handson displays. Teachers and ASRC scientists will form break out groups to collaboratively design lessons and activities which leverage the content of each exhibit.

Teachers will also learn more about ASRC’s Community Hours and high school field trip opportunities.

+ PLEASE NOTE: MARCH 27 IS A DOE MIDDLE SCHOOL PARENTTEACHER CONFERENCE DATE.

general public. She has served as an advisor and mentor to dozens

Brookhaven National Laboratory.

WEDNESDAY, FEB 27

 SCIENCE

key stakeholders within the scientific community, CUNY, and the

Rocheli Apilan is an MƒA Master Teacher and science teacher at the

OFFSITE

WEDNESDAY, MAR 27 MƒA

Science Research Center, she has connected ASRC researchers to

Columbia University and the Center for Functional Nanomaterials at

A New Era of Scientific Inquiry at CUNY Advanced Science Research Center Facilitators: Kendra Kreuger, Camille Santistevan, and MƒA Master Teachers Rocheli Apilan and Maria Diangco

Physics From Top to Bottom: Spring Demo Derby Facilitators: MƒA Master Teacher Jared Jax, D.Ed., and MƒA Early Career Teacher Marieke Thomas

for Classics High School in Brooklyn.

current, make learning attractive, and let your students wave goodbye to misconceptions. In this workshop, each teacher will share a demo or activity illuminating a principle of electrostatics, circuits, magnetism, waves, or modern physics, along with a short written description for other teachers to replicate the demo in

Perform an ELISA Test to Diagnose a Fictional Patient’s Disease Facilitator: MƒA Master Teacher Jason Econome TUESDAY, MAR 19 OFFSITE  SCIENCE

their classrooms. Every teacher will walk away with new ideas and activities to help students discover the strange charm of physics.

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

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

You receive a troubling report from a referring physician; a patient’s symptoms point to a bacterial infection but the standard regimen of antibiotics is not working!

Is this a superbug or something else entirely? In this workshop, teachers will work through a case study describing one of eight different illnesses and conduct an ELISA (enzyme-linked immunosorbent assay) to

Practical and Effective Discovery-Based Learning Facilitator: MƒA Master Teacher Alice Brea MONDAY, MAY 20 MƒA  MATHEMATICS

diagnose the patient’s disease. Teachers will learn

For a high school mathematics teacher, discovery-

about the underlying principles of ELISA and explore

based learning can offer a deeper understanding of

its wide-ranging applications; detecting toxins in a

new mathematical concepts for students. However,

town’s reservoir, confirming traces of h-chorionic

implementing discovery learning is no easy task. In

gonadotropin for a suspecting mother, or determining

this workshop, we will discuss some of the aspects

the presence of a bacterium in a sick patient. In addition

of discovery learning and how teachers can ensure

to conducting the lab, teachers will also receive

effective implementation of it in Algebra I, Geometry,

classroom ready materials including background

and Algebra II classrooms. This workshop is for teachers

references, articles, and online tutorials to conduct this

who are new to discovery learning, and also

experiment successfully in their own classrooms.

41

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Single Session Workshops for those who have already adopted the strategy into their teaching and would like to continue to hone their practice.

Alice Brea is an MƒA Master Teacher and mathematics teacher at High School for Community Leadership in Queens.

Proof Through Play: Exploring Axiomatic Proof Through Combinatorial Games Facilitators: Phil Dituri, Ph.D., and MƒA Master Teacher Paul Gray MONDAY, MAY 13 MƒA  MATHEMATICS

Proof is the foundation of mathematics and mathematical thinking. Yet, unless you teach geometry, it is very possible that you haven’t done a proof since

Protocols for Purposeful and Guided Discussions in School Facilitator: MƒA Master Teacher Emeritus Rosmery Milczewski WEDNESDAY, MAY 8 MƒA  INQUIRY, PRACTICE, & LEADERSHIP

Protocols allow us to guide conversations, focusing on an objective, ensuring participation of all members, and maximizing use of time. In this workshop, teachers will use protocols to look at student work, get feedback on an existing project, discuss readings with students, and brainstorm solutions for current issues. Teachers are encouraged to bring a project/lesson that they would like to get feedback on. This workshop is perfect for any team leaders, committee chairs, or educators interested in adapting protocols for the classroom.

the lens of simple combinatorial games. The intent of this workshop is to reintroduce teachers to axioms, how to construct proofs from axioms and theorems, and to stimulate teachers’ thinking around the work they do with their students, whether they teach proofs or not.

Philip Dituri, Ph.D., is currently the director of Education at the not for

Harlow Shapley, one of Hubble’s opponents, famously said, “No one trusts a model except the man who wrote it; everyone trusts an observation, except the man who made it.” The Solar System is large. As a result, nearly every model of it cuts corners and misrepresents either the sizes of, or distances between, the objects within.

In this workshop, teachers will begin by examining and critiquing past models of the Earth, Moon, and solar system and then create their own models utilizing paper mapping tools as well as Google Earth. By the end of the workshop, teachers will have a fully constructed scale model of the solar system, centering around an object near their school. This model can then be easily transferred to each teacher’s classroom.

High School in Queens.

Brian Levine is a Manager and Astrophysics Educator at the American Museum of Natural History where he oversees youth programs, writes

RoboExpo Facilitator: MƒA Master Teacher Corinne Cornibe

curriculum, teaches, and presents in the planetarium. In his free time,

WEDNESDAY, MAY 22 MƒA  COMPUTER SCIENCE AND TECHNOLOGY

Are you interested in creating or expanding a robotics program at your school but not sure where to start?

the New York area. He was a teacher, mathematics instructional coach,

Come to the MƒA RoboExpo! Teachers will have the

chairperson of the mathematics department at New Design High

opportunity to see a variety of approaches to robotics

School, and a Visiting Professor at Fordham University. While in public

being used by MƒA Master Teachers across the city in a

Phil has a B.A. in Mathematics from NYU and a Ph.D. in Mathematics

 SCIENCE

Assistant Principal, and mathematics teacher at Flushing International

profit, FiCycle, and an educational consultant to various schools around

school, he was a MƒA Master Teacher and a Big Apple Award finalist.

TUESDAY, MAY 28 MƒA

Rosmery Milczewski is an MƒA Master Teacher Emeritus, Interim

college or ever taught one. This workshop will explore the nature and structure of mathematical proof through

Scale Models of the Solar System Facilitator: Brian Levine

variety of grade levels and contexts including Arduinos,

Education from Columbia University.

Lego Mindstorms, TETRIX, and FIRST Competition

Paul Gray is an MƒA Master Teacher and mathematics teacher at New

robots. Learn about opportunities to incorporate

Design High School in Manhattan.

robotics into your STEM classes and get connected to a network of MƒA teachers who can help you and your students get started. No previous experience with robotics is necessary.

Corinne Cornibe is an MƒA Master Teacher and mathematics teacher at Academy for Young Writers in Brooklyn.

42

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Single Session Workshops

toothpicks and DOTS! We will build “orderly tangles”

Tired of showing up trying to small talk over pizza at

with popsicle sticks to help us develop problem-solving

MƒA or in another professional networking setting and

skills, experience the joy of struggling with a problem

awkwardly stalling for time until something comes up

he helps run the Astronomy on Tap series and is about to finish his

over time, and feel the satisfaction that leads us to

that you can actually talk about? Don’t be so hard on

master’s at Oregon State University in Free-Choice Learning Science

seek further challenges as we learn about new types of

yourself! How many of us have degrees in small talk

Education.

geometric forms. Teachers will explore various ways to

and networking? And more - how many of us actually

make mathematics visible. This is geared towards middle

practice small talk? Probably few to none - until

school and high school teachers but anyone is welcome

now. Join us as we use improv-based techniques to

to come and have some fun!

practice active listening, small talk, conversation, and

Amy Lee is an MƒA Master Teacher and mathematics teacher at Queens

confidence. You’ll leave with ways to introduce yourself,

High School for Language Studies.

activities you can continue to improve on AND use with

John Kim is an MƒA Fellow and mathematics teacher at Queens High

students of any age, and an increased sense of comfort

School for Language Studies.

in social and professional settings!

Science Non-Fiction Book Clubs Facilitator: MƒA Master Teacher Marc Sole MONDAY, MAR 18 MƒA  SCIENCE

The use of science non-fiction writing is becoming increasingly more common on standardized tests.

As such, the ability to read, analyze, and think deeply about these texts is also becoming more important for

Charly Evon Simpson is a playwright, performer, and teacher. Her

Solving Big Problems Facilitator: Lynn Cartwright-Punnett

work has been seen, heard, and/or developed at the Kennedy Center, Ensemble Studio Theatre, Ars Nova, The Flea, SPACE on Ryder Farm, and more. Charly has worked as a teacher or coach in a variety of

students. Science teachers frequently utilize articles

MONDAY, MAR 25

different settings and positions for the last ten years from tutoring full-

and papers to help students develop these skills, but

MƒA

time in a middle school, to assistant directing a camp for children with

these sources are often dry or above the reach of most students. Science non-fiction can give teachers an entry point into this type of analysis. This single session is not a literacy workshop, rather, it is a think tank for high school science teachers to gain exposure to, and adapt the structures and organization of a real school-based book club to their own classrooms.

 MATHEMATICS

What does it look like to spend a single hour on a

health, and wellness as a health coach, and now to teaching playwriting and storytelling to both kids and adults.

juicy mathematics problem? What do you gain from that experience? What do your students gain? In this workshop, we’ll spend an hour solving a problem (with some conjectures and maybe even some theorems along the way), examine student work, and then talk

Marc Sole is an MƒA Master Teacher and science teacher at East Side

about practical ways to bring such a problem into your

Community High School in Manhattan.

classroom.

Lynn Cartwright-Punnett is a middle school math educator and

The Shape of Everything: Euler’s Impact Facilitators: MƒA Master Teacher Amy Lee and MƒA Fellow John Kim

autism and emotional support concerns, to leading workshops on yoga,

program administrator who oversees programs at Bridge to Enter Advanced Mathematics (BEAM) for students from 6th grade through college. Lynn has been at BEAM since 2013, where she runs summer

Teamwork Makes the Dream Work Facilitator: MƒA Master Teacher Shelley Gold THURSDAY, MAY 9 MƒA  MATHEMATICS + PLEASE NOTE: MAY 9 IS A DOE HIGH SCHOOL PARENTTEACHER CONFERENCE DATE.

In our mathematics classes, how can we successfully get students productively discussing with peers,

camps, coaches faculty, and teaches courses. Lynn loves discrete math

listening to classmates’ ideas, and asking questions

WEDNESDAY, MAY 22

and spending time doing enrichment math. Lynn has a BA with high

about their work? Students learning from each other

MƒA

honors in history and Spanish from Wesleyan University and an MS in

is key. In this workshop, teachers will be introduced

 MATHEMATICS

Teaching from Pace University with a focus in teaching middle school math to English Language Learners.

Can we discover an invariant that describes platonic solids and other polyhedra? Can we obtain different Euler numbers? Are there any connections to algebra, geometry, and physics? In this workshop, teachers will learn about the characteristics of the Platonic solids and the relationship between them using Euler’s polyhedron formula. Teachers will derive Euler’s rule using 43

Talk to Anyone: Improv for Professionals Facilitator: Charly Evon Simpson THURSDAY, MAY 23 MƒA  INQUIRY, PRACTICE, & LEADERSHIP

to routines from a 7th grade mathematics classroom to help students communicate with each other mathematically. We will engage in using newsprint as a collaboration tool and checklist, partake in a ‘game’ where participating in student-led presentations of mathematics work will earn them points, and assess performance using a collaboration rubric. This workshop is geared toward middle school mathematics

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Single Session Workshops

Wonder-Worthy Mathematics Facilitator: Samantha Marshall MONDAY, FEB 11

classrooms and will inspire teachers to use the values

MƒA

of teamwork to support their students in reaching their

 MATHEMATICS

mathematics goals.

How can we inspire wonder and inquisitiveness about

Shelley Gold is an MƒA Master Teacher and mathematics teacher at

mathematics? What makes tasks wonder-worthy and

Lower Manhattan Community Middle School.

engaging for students? What can we as teachers do

Kevin Scott began teaching improvisation for the world Famous Second City in Chicago in the 1990s. He’s taught continuously since then for the Second City, Gotham City Improv, and The People’s Improv Theater.

His students have gone on to work in TV and film (Saturday Night Live, The Daily Show, The Office, and more).

David Connelly is an MƒA Master Teacher and science teacher at Science, Technology and Research Early College High School at Erasmus in Brooklyn.

to work toward or against inquiry in mathematics?

Trauma and Epigenetics Facilitator: Bianca Marlin, Ph.D.

Together we will explore tasks and methods to promote inquiry, wonder, and mathematical discourse

TUESDAY, MAR 5

around core middle-school and Algebra I math topics.

MƒA

We will examine tasks and practices, asking what

 SCIENCE

opportunities there are for wonder and equitable

Do we live with the burdens of our ancestor’s

access to mathematical ideas. We will consider multiple

experiences? Can traumatic experiences in parents

dimensions that affect exploration, including what

affect the brain structure of their offspring? New

makes tasks and questioning inquiry-worthy, as well

research has helped to uncover how our brains adapt

as how to cultivate an atmosphere of respect that is

to different life experiences, and how the memory of

conducive to wonder in the classroom.

these experiences can live on in future generations.

Samantha Marshall is a Ph.D. student in the Department of Teaching &

In this workshop, we will explore the fields of innate

Learning at Vanderbilt University. Prior to Vanderbilt, Samantha taught

and learned behaviors and epigenetics, with a focus on parental effects in learning and epigenetically

middle and high school mathematics in Oklahoma, New York, and Tennessee. Most recently, she supported schools in Tennessee and Mississippi in mathematics teacher development and curricula design.

acquired behaviors. Specifically, we will discuss how the experience of childbirth prepares the maternal brain for caregiving. We will also examine novel approaches to exploring epigenetics leading to phenotypic differences.

We will conclude by examining how these changes can be maintained in sex cells and passed on to future

Yes…And: Intro to Improv Facilitators: Kevin Scott and MƒA Master Teacher David Connelly THURSDAY, MAR 28 MƒA

progeny.

 INQUIRY, PRACTICE, & LEADERSHIP

Bianca Jones Marlin is an award winning neuroscientist and

Improv comedy is a team effort that begins with saying,

postdoctoral researcher at Columbia University. She holds a Ph.D. in neuroscience from New York University, and dual bachelor degrees

“Yes…And…” It’s all about agreement and collaboration.

from St. John’s University, in biology and adolescent education. Dr.

This workshop will introduce teachers to the tools

Marlin is currently a postdoctoral fellow in the laboratory of Nobel

and philosophies of theatrical improvisation. Teachers

Laureate Dr. Richard Axel, where she investigates transgenerational

will use the actors’ tools of imagination, voice, body,

epigenetic inheritance, or how traumatic experiences in parents affect the brain structure of their offspring.

and feelings to spontaneously create characters and scenarios in teams and as individuals. We will also make space during our time together to consider how improv can be incorporated into the teaching and learning that happens inside STEM classrooms. This fun and challenging workshop will have you laughing out of your comfort zone.

44

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Cohort and Fellowship Meetings Cohort and Fellowship meetings are monthly workshops or one-time information sessions specifically designed for certain cohorts.

45

MÆ’A PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Cohort Meetings: Early Career Teachers and Fellows

2017 MƒA Early Career Teacher Cohort Meetings (2nd Fellowship Year) Facilitator: MƒA Director of Professional Development Leah Hirsch MONDAYS, FEB 11, MAY 6 MƒA

2014 MƒA Fellows - End of Fellowship Celebration Facilitator: TBD

 COHORT & FELLOWSHIP MEETINGS

In order to sustain the 2017 Early Career Teacher cohort

2018 MƒA Early Career Teacher Cohort Meetings (1st Fellowship Year) Facilitators: MƒA Director of Professional Development Leah Hirsch and MƒA Program Officer Uzma Shah TUESDAYS, FEB 26, MAR 19, APR 16, MAY 21, JUN 11 MƒA  COHORT & FELLOWSHIP MEETINGS

TUESDAY, JUN 11

community, we will be convening for 2 more required

Early Career Teachers who are in their first year of

MƒA

Cohort Meetings in the spring semester. The focus

the fellowship will continue to participate in required

 COHORT & FELLOWSHIP MEETINGS

of these meetings will be to use a systems thinking

monthly cohort meetings which will provide a

This is an opportunity for members of the 2014 MƒA

approach to design our teaching lives, discuss and

supportive space to learn, grow, and reflect on their

Fellows to celebrate the end of their fellowship.Teachers

explore problems of practice, and reflect on successes

practice. Early Career Teachers will work collaboratively

will have time to reflect upon and discuss their time as

and challenges of the year.

to ask questions, collect and analyze artifacts, design

MƒA Fellows, connect with other cohort members, and debrief their fellowship experiences. Refreshments will be served.

and iterate curricula, share resources, reflect on current research, and think together about how to be successful with their students. The final meeting in June will be devoted to Early Career Teachers reflecting on the year with Master Teacher Mentors.

2015 MƒA Early Career Teachers - End of Fellowship Celebration Facilitator: TBD TUESDAY, JUN 11 MƒA  COHORT & FELLOWSHIP MEETINGS

This is an opportunity for members of the 2015 Early Career Teacher cohort to celebrate the end of their fellowship. Teachers will have time to reflect upon and discuss their time as MƒA Early Career Teachers, connect with other cohort members, and debrief their fellowship experiences. Refreshments will be served.

46

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Cohort Meetings: Elementary School MƒA Elementary Teacher Cohort Meeting: Amplify Curriculum Facilitators: MƒA Master Teachers Christopher Reed and Joellen Schuleman

resources from Rules in School, Conscious Classroom

clothing is made, designing their dream home, and

Management, and Lost at School.

more! We will also introduce strategies for increasing student independence, so that students can work on

MƒA Elementary Teacher Cohort Meeting: Exploring the Fraction Continuum Facilitator: MƒA Master Teacher Ryan Zimmermann

many different projects at once. Our goal is for teachers to leave with the materials and ideas needed to recreate independent math projects in their own classrooms.

THURSDAY, MAR 7 MƒA

THURSDAY, MAY 9

 COHORT & FELLOWSHIP MEETINGS

MƒA

Fractions play a vital role in shaping students’ feelings

 COHORT & FELLOWSHIP MEETINGS

about mathematics. Students who struggle with

Are you implementing the Amplify Science curriculum

fractions in elementary school often continue to

this year? Come and join other elementary teachers to

struggle with mathematics in middle and high school.

plan collaboratively, share tools and strategies, and work

In this workshop, we will dive into the elementary

through the challenges of bringing a new curriculum

Common Core fraction standards, put ourselves in our

to life in our science classrooms. We will also discuss

students’ shoes as we solve fraction problems, and

how to address the gaps between the 4th grade test and

test a variety of manipulatives that we can use with our

the prior NYS Standards. If you are not currently using

students. The goal is to have a deeper understanding

Amplify but want to learn more about it, we welcome

of fractions, and how they build on one another

you as well.

from grade to grade. Join us as we investigate the common denominator in this interesting and valuable

MƒA Elementary Teacher Cohort Meeting: Behavioral Supports for Students Facilitators: MƒA Master Teachers Justin Czarka and Jason Silverstein THURSDAY, MAY 30 MƒA  COHORT & FELLOWSHIP MEETINGS

How can we create a safe and joyful learning environment within our classrooms? In this workshop,

mathematics concept.

MƒA Elementary Teacher Cohort Meeting: Independent, Real-World Math Investigations Facilitators: MƒA Master Teachers Maureen Stewart and Crystal Thiele THURSDAY, APR 11 MƒA  COHORT & FELLOWSHIP MEETINGS

we will discuss strategies that help students understand

Our students become re-energized about math

what positive behavior looks and sounds like. We

when they delve into independent, real-world math

will also discuss how to eliminate power struggles

investigations. However, creating the prompts and

with challenging students, how to develop rules as a

frameworks for these types of investigations can be time

community within the first few days of school, and the

consuming and daunting. We will cut out the prep work

importance of teacher language in enforcing classroom

by sharing teacher-developed prompts and timelines

expectations. We will consider how skill gaps can

for great investigations. In this work, students choose

lead to misbehavior, and how to best support those

an area of focus, create their own projects, and share

students. Throughout, we will reflect on and discuss

their work with the entire grade. Examples of previous

our own classroom management strategies and utilize

projects include planning and budgeting US road trips, explaining fractals, mapping and graphing where their

47

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

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

48

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Interest Groups

Black, Latino, and POC Educators Affinity Group Facilitator: MƒA Master Teacher Michelle Sims MONDAY, MAR 25 WEDNESDAY, MAY 1, MAY 29

Asian-American Educators Affinity Group Facilitator: MƒA Master Teacher Cathy Xiong MONDAYS, MAR 25, MAY 20 MƒA  INQUIRY, PRACTICE, & LEADERSHIP + PLEASE NOTE: WHEN YOU REGISTER FOR THIS GROUP IN THE SMALL-WORLD NETWORK, YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY. YOU MAY ATTEND JUST ONE MEETING OR BOTH.

Are you interested in joining a group of Asian American educators to share experiences and discuss challenges faced by Asian Americans in the field of education? Our goal is to encourage and support one another as we add our voices to the education dialogue.

Battling Fake News in Science Facilitators: MƒA Master Teachers James Anderson and Jeanne Kopun WEDNESDAY, APR 10 MƒA  SCIENCE

Are you interested in being able to identify “fake news” in science for your students? Come to this interest group, and we can share examples and strategies to ensure our students can investigate the truth behind the headlines.

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

MƒA

Computer Science Teacher Meet-Up Facilitator: MƒA Master Teacher Matthew Carlberg TUESDAY, MAR 12 MƒA  COMPUTER SCIENCE AND TECHNOLOGY

 INQUIRY, PRACTICE, & LEADERSHIP + PLEASE NOTE: WHEN YOU REGISTER FOR THIS GROUP IN THE SMALL-WORLD NETWORK, YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY. YOU MAY ATTEND JUST ONE MEETING OR ALL THREE MEETINGS. MAY 1 IS A DOE ELEMENTARY SCHOOL PARENT-TEACHER CONFERENCE DATE.

Are you interested in joining a group of Black and Latino educators to discuss the experiences and challenges faced by people of color in the world of education? Join us as we consider the issues faced by our communities

Are you interested in joining a discussion with computer science teachers who want to improve their practice and build a strong community of CS educators at MƒA? We’ll talk about the unique needs of computer science educators and how we can work to support each other as a community. We’ll also discuss possible future collaborations on courses for the catalog, especially those focused on computer science pedagogy.

and support one another in our endeavors in STEM education. We will meet roughly once per month, and our agenda will be set by the needs of our community.

Competitive Robotics Facilitator: MƒA Master Teacher Cameron Jahn MONDAY, FEB 25

Creating an NGSS Aligned Living Environment Lab Manual Facilitators: MƒA Master Teachers Ida Bulalang and Olena Kebalo MONDAY, MAR 4 MƒA  SCIENCE

MƒA  COMPUTER SCIENCE AND TECHNOLOGY

Are you interested in starting a robotics team at your school (such as an FLL, FTC, or FRC team), or collaborating with other coaches to improve your

Are you interested in an NGSS aligned Living Environment lab manual? Let’s bring our science expertise together to create a toolbox for Living Environment teachers.

established team? Join us as we meet to share information, resources, and strategies.

Delve into eMathInstruction!

Facilitators: MƒA Master Teachers Noemaris Figueroa and Christina Varghese WEDNESDAY, MAR 6 MƒA

THURSDAY, MAR 21

 MATHEMATICS

MƒA

Are you interested in joining a group of professional

 SCIENCE

educators who want to learn about a curriculum called

Are you interested in exchanging project-based life

eMathinstruction? eMathInstruction was built on the

science resources that inspire independence? Then

premise that “21st century technology can and will

come to this session where we will share our best

change the entire landscape of mathematics education.”

practices.

The author, Kirk Weiler, is an educator who has had tremendous success with his students in Common Core Algebra 1, Geometry, and Algebra 2. In this group we

49

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Interest Groups will explore the curricula and the resources he has made

Fund for Teachers Selection Committee Facilitators: MƒA Director of Professional Development Leah Hirsch, MƒA Program Officer Uzma Shah, and Fund For Teachers Program Officer Salma Zaky

available. Rumor has it that he may even remotely join

MONDAY, MAR 4

us!

MƒA  INQUIRY, PRACTICE, & LEADERSHIP

Eco-Audit Grants Information Session Facilitator: Brittany Jayroe THURSDAY, FEB 28 MƒA  SCIENCE

Are you interested in funding that will support students interested in sustainable design? Join EcoRise staff for an interactive information and planning session about their Eco-Audit Grants program. This session, for

+ PLEASE NOTE: THIS OPPORTUNITY IS OPEN TO FFT ALUMNI ONLY. PLEASE ADD YOURSELF TO THE WAITLIST TO EXPRESS INTEREST, AND WE WILL NOTIFY YOU ONCE WE FINALIZE THE LIST OF SCREENERS.

Are you interested in reading Fund for Teacher (FFT) applications to help select the 2019 cohort of Fund for

develop plans to support students in the submission of high quality applications to make their green ideas a reality.

Educational Travel with Students Facilitator: MƒA Master Teacher Linda Aulbach

THURSDAY, FEB 14 MƒA  MATHEMATICS

Are you interested in learning more about the Illustrative Mathematics high school curriculum? Standards-aligned curricula for Algebra 1, Geometry, and Algebra 2 will be freely available in June 2019. Get ready to explore the materials, review sample units, and learn from those who have piloted the curriculum.

Teachers Fellows? FFT Alumni are invited to take part in an evening of screening and reading to help determine which applicants will be granted an FFT fellowship this summer.

new and experienced EcoRise teachers alike, will help teachers navigate the grant application process and

Illustrative Mathematics High School Curriculum Preview Facilitator: MƒA Master Teacher Marcelle Good

LGBTQIA+ Affinity Group Facilitator: MƒA Master Teacher Kit Golan MONDAYS, MAR 25, APR 8, MAY 13 THURSDAY, JUN 13 MƒA

Getting Started with Grant Writing and DonorsChoose Facilitators: Andy Yung, MƒA Master Teacher Jordan Wolf, and MƒA Master Teacher Emeritus Steve Oszust

 INQUIRY, PRACTICE, & LEADERSHIP

MONDAY, APR 15

+ PLEASE NOTE: WHEN YOU REGISTER FOR THIS GROUP IN THE SMALL-WORLD NETWORK, YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY. YOU MAY ATTEND JUST ONE MEETING OR ALL FOUR MEETINGS.

MƒA

Are you interested in meeting other queer educators

 INQUIRY, PRACTICE, & LEADERSHIP

in the MƒA community? Collaborate and recharge with

+ PLEASE NOTE: BEFORE THE SESSION, PLEASE ENSURE YOUR SCHOOL IS REGISTERED WITH DONORSCHOOSE AND THAT YOU HAVE CREATED A WISHLIST ON THE DONORSCHOOSE SITE. TEACHERS SHOULD BRING THEIR OWN LAPTOPS TO THIS SESSION.

like-minded LGBTQIA+ STEM teachers and discuss the

+ PLEASE NOTE: TEACHERS ARE ASKED TO BRING THEIR OWN LAPTOP.

Are you interested in acquiring resources for your

Are you interested in traveling abroad with your

you tired of competing with your colleagues to sign out

New York State Master Teacher Program Meet-Up Facilitators: MƒA Master Teachers Elisa Margarita, Ph.D., and Ellie Williamson

students? Join us for a discussion on how to start

school cameras, computers, or science supplies? Do

THURSDAY, MAR 28

the process and tips on how to have a rewarding

you need consumables year after year for a project or

MƒA

experience.

lab? If so, look no further than DonorsChoose. Join us

 SCIENCE

as we teach you the art of grant-writing and help you to

Are you interested in collaborating to learn more about

write and submit your own DonorsChoose grant. The

the New York State Master Teacher Program (NYSMTP)

skills learned in this session will be transferable to many

and to have a more active role in our cohort? We will

other grant applications as well.

use this time to hear what’s happening across the state

THURSDAY, FEB 28 MƒA  INQUIRY, PRACTICE, & LEADERSHIP

classroom that don’t quite fit your school’s budget? Are

common challenges we may face.

and to brainstorm ways to get more involved.

50

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Interest Groups

Are you interested in practicing your poker skills for the MƒA Teacher Poker Tournament on March 22nd?

Physics and Consciousness of Sound Meditation Facilitators: MƒA Master Teachers Andy Brockmann and Emilie Brockmann MONDAY, MAY 20

Join us for a no stakes, friendly game of Texas Hold’em

WEDNESDAY, MAR 20

and explore some techniques behind the game to help

MƒA

refine our skills. No experience necessary. You will need to register seperately for The MƒA Teacher Poker Tournament.

MƒA  INQUIRY, PRACTICE, & LEADERSHIP

Are you interested in experiencing sound meditation and learning about the instruments, sounds, frequencies, and corresponding states of consciousness? Join us for an evening of exploration and relaxation.

SCUBA Divers Facilitator: MƒA Master Teacher Ofra Biener

 INQUIRY, PRACTICE, & LEADERSHIP

Are you a SCUBA diver, or interested in becoming one?

Let’s share our experiences and try organizing a group trip!

Question Formulation Technique Facilitator: MƒA Master Teacher Jeni Cretens WEDNESDAY, FEB 27 MƒA

Social Media as a Tool for Professional Growth Facilitators: MƒA Master Teacher Adam Lewis and MƒA Master Teacher Emeritus Parvez Jamal

 INQUIRY, PRACTICE, & LEADERSHIP

MONDAY, APR 1

Are you interested in getting students to ask more

MƒA

questions during class? Or getting them to ask deeper,

 INQUIRY, PRACTICE, & LEADERSHIP

more critical thinking questions about the content?

Are you interested in learning how to take advantage of

In this interest group we will explore the Question

the incredible education community on social media?

MONDAY, MAR 25

Formulation Technique as one of the ways to get

Join us as we explore how to use Twitter and other

MƒA

students to understand the importance of questions, as

social media platforms to grow as STEM educators.

well as why asking questions in certain ways makes all

Follow the latest in STEM research, classroom strategies,

the difference in getting the results they’re looking for!

and other best practices directly from the experts

Planning and Delivering Pedagogical PDs Facilitators: MƒA Master Teachers Pheona Hunt and Elli Simonen

 INQUIRY, PRACTICE, & LEADERSHIP

Are you interested in collaborating to design effective

online. Whether you are a social media butterfly or

mathematics or science PD? We will share ideas and resources for teachers who lead PD, mentor teachers, instruct college courses, and lead teams of teachers

Restorative Practices Facilitator: MƒA Master Teacher Megan Berdugo

or coaches. We will discuss the latest research on new

WEDNESDAY, MAY 29

pedagogical methods, useful resources, how to best

MƒA

teach adult learners, and effective ways to structure a session or a course for a specific audience.

Practice Your Poker Face for the MƒA Poker Tournament Facilitators: MƒA Master Teachers Diane Pflug, Shelley Gold, and MƒA Early Career Teacher Lauren Shulman WEDNESDAY, FEB 6 TUESDAY, MAR 5 MƒA

 INQUIRY, PRACTICE, & LEADERSHIP

Are you interested in learning how restorative

have yet to discover the power of social media for your professional development, all are welcome!

Sustainability in Schools Facilitators: MƒA Master Teachers Katie McCarthy and Scott Wassmuth

practices are being implemented across the MƒA

WEDNESDAY, MAR 13

community? There is a citywide push away from

MƒA

punitive consequences and towards those that are more

 INQUIRY, PRACTICE, & LEADERSHIP

restorative, and many teachers are transitioning their

Are you interested in incorporating sustainability

classroom structures to replicate these non-punitive

into your curriculum? Are you a new sustainability

practices. Join us as we share our best (and most

coordinator looking to share best practices for getting

restorative) practices with each other.

your Green Team/Sustainability Club up and running?

Do you want to gain ideas for an existing club or team?

 INQUIRY, PRACTICE, & LEADERSHIP

Then this interest group is for you. All are welcome,

+ PLEASE NOTE: WHEN YOU REGISTER FOR THIS GROUP IN THE SMALL-WORLD NETWORK, YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY. YOU MAY ATTEND JUST ONE MEETING OR BOTH.

from those new to sustainability to veteran tree-huggers

51

and zero-wasters.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Interest Groups Teaching Vocabulary in Math and Science Facilitator: MƒA Fellow Danny Ramos TUESDAY, APR 2 MƒA  INQUIRY, PRACTICE, & LEADERSHIP

Are you interested in sharing strategies for teaching vocabulary in the math and/or science classroom? Join our discussion of best practices and activities to help

Writing Proposals for National Conferences Facilitators: MƒA Master Teacher Ellie Williamson and MƒA Early Career Teacher Laura Wang MONDAY, MAR 18 MƒA  INQUIRY, PRACTICE, & LEADERSHIP

Are you interested in presenting work from your classroom on a regional or national stage, like NSTA or NCTM? Join us to talk about components of a good proposal, draft conference sessions, and peer edit our proposals!

our students’ vocabulary acquisition.

Working Through PCMI Problem Sets Facilitator: MƒA Master Teacher Michael Wijaya TUESDAY, FEB 12, FEB 26 MƒA  MATHEMATICS + PLEASE NOTE: THIS IS A TWO SESSION INTEREST GROUP.

Are you interested in a problem-based approach to learning? Did you enjoy learning to count using Burnside’s lemma during the recent Chancellor’s Day workshop? Join us as we work collaboratively through Fractions, Tilings, and Geometry, a book in the IAS/PCMI Teacher Program Series, which will provide enrichment ideas for standard topics in geometry.

Writing Learning Outcomes in Student-Friendly Language Facilitator: MƒA Master Teacher Samantha Adams TUESDAY, MAR 26 MƒA  INQUIRY, PRACTICE, & LEADERSHIP

Are you interested in writing (or re-writing) learning outcomes (a.k.a. objectives, learning targets, competencies, skills, etc.) in student-friendly language?

Bring your current learning outcomes - or just yourself!

- and collaborate with other teachers to craft new ways to help students understand what they’ll be expected to learn.

52

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Thursday Thinks Thursday Thinks are monthly events, open to both MƒA Teachers and their colleagues from the larger math and science community. These events feature engaging and accomplished speakers who delve into cutting edge topics in math and science.

53

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Thursday Thinks

Thursday Think: Education in the Age of Distraction Speaker: Max Stossel THURSDAY, MAR 14

Thursday Think: Giant Geometric Cardboard Constructions Speaker: George Hart, Ph.D. THURSDAY, APR 4

GERALD R. FISCHBACH AUDITORIUM 160 FIFTH AVENUE, 2ND FLOOR, NEW YORK, NY 10010

GERALD R. FISCHBACH AUDITORIUM 160 FIFTH AVENUE, 2ND FLOOR, NEW YORK, NY 10010

 INQUIRY, PRACTICE, & LEADERSHIP

 MATHEMATICS

In this Thursday Think, Max Stossel provides a unique

As a sculptor of constructive geometric forms, George

and much needed critical perspective on the role of

Hart’s work deals with patterns and relationships

technology in the classroom. “Education in The Age

derived from classical ideals of balance and symmetry.

of Distraction” is designed for educators, parents,

Mathematical yet organic, these abstract forms invite the

In this talk, John Allen Paulos speaks about his memoir -

and distracted students. Max illustrates some of the

viewer to partake of the geometric aesthetic. During this

A Mathematician Explores the Vagaries of Life, His Own

specific ways technology is designed to be addictive

Thursday Think, teachers will create giant mathematical

and Probably Yours. Moving back and forth seamlessly

and distracting, highlights how that’s impacting our

constructions (which will be up to 6-feet in diameter)

between personal vignettes and mathematics, Paulos

minds, gives an overview of how students are using

from cardboard sheets. When put on display, they

offers up a path-breaking way to look at our lives and,

social media, and provides recommendations on how

serve as centerpieces for mathematical conversations

not so incidentally, impart some deep mathematical

to improve focus and diminish distraction in learning

throughout your mathematics classroom and school.

understanding. This is a more personal human endeavor

environments.

These are very low-cost activities that can be made

Max Stossel is the Head of Education for the Center for Humane

from scrap or donated cardboard, yet they have a huge

Technology, an organization of former tech insiders and CEOs

visual impact and can get students to see math in a new

change our attitudes toward memoirs and biographies

dedicated to realigning technology with humanity’s best interests.

Before joining CHT, Max was a media strategist with an extensive

way. Several designs will be constructed at the same

and lead us to reevaluate our own lives?

Thursday Think: A Numerate Life Speaker: John Allen Paulos, Ph.D. THURSDAY, FEB 7 GERALD R. FISCHBACH AUDITORIUM 160 FIFTH AVENUE, 2ND FLOOR, NEW YORK, NY 10010  MATHEMATICS

- the telling of our life stories. During this Thursday Think, Paulos asks: How does a mathematical sensibility

John Allen Paulos is an extensively kudized author, popular public speaker, and has written many celebrated books as well as numerous columns for the New York Times, ABCNews.com, the Scientific American, the Guardian, and other publications. A professor of mathematics at Temple University in Philadelphia, he earned his Ph.D. in the subject from the University of Wisconsin. In 2003 he received the American Association for the Advancement of Science award for promoting public understanding of science and in 2013 the Mathematics Communication Award from the Joint Policy Board for Mathematics. His most recent book (November 2015) is A Numerate Life

background in social media, spending more time learning the ins and

time during the session and teachers will learn all the

outs of the Facebook algorithm than any human should. He ran social

steps to replicate them in their own classrooms.

for multinational brands, and later worked for a social media startup

George Hart is a mathematician and sculptor, whose work has been

where he designed some of the same notification structures to distract

exhibited around the world. He holds a B.S. in Mathematics and a Ph.D.

students that he now criticizes.

in Electrical Engineering and Computer Science, both from MIT. Hart’s research explores innovative ways to use computer technology in the design and fabrication of artwork. He has been a research professor in the computer science department at Stony Brook University, a cofounder of the Museum of Mathematics, and is the author of the book Zome Geometry. Learn more at http://georgehart.com.

- A Mathematician Explores the Vagaries of Life, His Own and Probably Yours.

54

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Thursday Thinks Thursday Think: The Story Collider Speakers: Erin Barker and Nisse Greenberg, with MƒA Master Teacher Storytellers THURSDAY, MAY 2 CAVEAT, 21 A CLINTON STREET, NEW YORK, NY 10002  INQUIRY, PRACTICE, & LEADERSHIP

Since 2010, The Story Collider has been bringing true, personal stories about science to life both through their many live shows as well as their weekly podcast, and they’ve used what they’ve learned about science and stories to teach scientists to use narrative in their work.

They believe that now, more than ever, science is a part of everyone’s life. At this Thursday Think, you’ll hear from MƒA math and science Master Teacher storytellers about all the times things went wrong, and occasionally right, in their labs, classrooms, and beyond. Some of the stories will be heartbreaking, others will be hilarious, but they will all be true and very personal.

Erin Barker is the Artistic Director of the Story Collider and has been on the team since 2011. She is a writer and editor, and the first woman to win The Moth’s GrandSLAM storytelling competition twice. One of her stories was included in The New York Times-bestselling book The Moth: 50 True Stories. Erin received her Master of Fine Arts in creative writing from the Stonecoast program at the University of Southern Maine in summer 2016. She is @ErinHBarker and erin@storycollider.org.

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-schoolers 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.

55

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

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

56

MĆ’A PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Community Contributions: Semester Long Applicant Screener Coordinated By: MƒA Director of Admissions and Recruitment Benjamin Bingman-Tennant THURSDAY, MAY 23 MƒA  INQUIRY, PRACTICE, & LEADERSHIP + PLEASE NOTE: BEFORE SIGNING UP, PLEASE MAKE SURE YOU ARE AVAILABLE FOR AT LEAST ONE OF THE FOLLOW DATES FOR SCREENING: 6/1, 6/2, 6/8, 6/9, 6/27, 6/28 (8AM - 4PM).

PRAXIS Warm-Up Facilitator Coordinated By: MƒA Admissions and Recruitment Program Officer Ava Javid

Professional Development Catalog Builder Coordinated By: MƒA PD Program Officers Courtney Ginsberg and Uzma Shah

MONDAY, JAN 29

MONDAYS, MAR 4, MAR 18

MƒA

MƒA

 INQUIRY, PRACTICE, & LEADERSHIP

 INQUIRY, PRACTICE, & LEADERSHIP

+ PLEASE NOTE: BEFORE SIGNING UP, PLEASE MAKE SURE YOU ARE AVAILABLE FOR THE PRAXIS WARM-UP ALIGNED TO YOUR CONTENT AREA:

Are you interested in playing an integral role in supporting

MATHEMATICS PWU - 2/25

catalog? Join us as we consider teacher course proposals

BIOLOGY PWU - 2/27

and plan the MƒA program for the 2019-2020 school

CHEMISTRY PWU - 2/25

year. As a team, we’ll consider research around effective

GENERAL SCIENCE PWU - 2/28

professional development, read and offer insights about

EARTH SCIENCE PWU - 2/6

course proposals, and collaborate to plan a program that

the development of the MƒA Professional Development

Screeners help MƒA identify teachers with a strong

PHYSICS PWU - 2/28

foundation in content, pedagogy, and knowledge of

ELEM MATH PWU - 3/7

students to become part of our thriving MƒA STEM

ELEM SCIENCE PWU - 2/13

community. Fellowship finalists participate in a two-part

Praxis Warm-up (PWU) Facilitators play a key role in

interview process that has them present on concepts

helping potential MƒA applicants prepare to complete

at the periphery of their content-area understanding

the Praxis exam in their content areas. In many cases,

and sits for an individual interview. Screeners will first

the PWU Facilitator serves as a person on the frontline

meet with A & R staff to learn about the screening

of recruitment, answering not only content-related

THURSDAYS, MAR 7, MAY 16

process in a required meeting on May 23. Then on the

questions but also general questions about MƒA

MƒA

day of screening, they will collaborate with a team of

fellowships. As part of this community contribution, PWU

 INQUIRY, PRACTICE, & LEADERSHIP

two experts (a “screening panel”) to observe applicants’

Facilitators will attend a general recruitment meeting led

presentations and conduct interviews. Over the course of

by A&R staff on January 29 as well as host two-hour

+ PLEASE NOTE: MARCH 7 IS A DOE HIGH SCHOOL PARENTTEACHER CONFERENCE DATE. MAY 16 IS A DOE MIDDLE SCHOOL PARENT-TEACHER CONFERENCE DATE.

a day, screeners will interview five teacher candidates and

PWU sessions with potential applicants.

Are you interested in thinking more about what makes

provide insight as to why candidates should/should not become members of our MƒA community.

responds to the wants and needs of the MƒA teacher community.

th

Professional Development Inter-Visitation Coordinated By: MƒA Deputy Executive Director Courtney Allison

MƒA PD so unique? Do you want to help facilitators be successful when planning sessions for MƒA teachers? This group will meet two times face-to-face, and then you will visit PD at MƒA two to three times on your own schedule in between meetings. We will gather questions and look for common essential elements across the various types of PD at MƒA in order to create tools to support facilitators.

*Community Contributions are opportunities for Master Teachers who have renewed their fellowship in 2016, 2017, or 2018 (Master Teacher II, III, or IV+).

57

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Community Contributions: Semester Long

data set, decide on the key questions we want to answer, and divvy up the analysis according to each contributor’s interests and skills. Each teacher will have four weeks to complete an independent analysis and summarize their

Recruitment Information Session Host Coordinated By: MƒA Director of Admissions and Recruitment Benjamin Bingman-Tennant and MƒA Program Officer Ava Javid MONDAY, JAN 29 MƒA  INQUIRY, PRACTICE, & LEADERSHIP + PLEASE NOTE: BEFORE SIGNING UP, PLEASE MAKE SURE YOU ARE AVAILABLE FOR AT LEAST TWO OF THE FOLLOWING MƒA INFORMATION SESSION DATES: 2/13, 2/20, 3/5, 3/25, 4/2, 4/15.

key findings and recommendations, which will be shared with the group in the final meeting. Ultimately, the data we analyze will be compiled into a report which will be shared with the Professional Development team and

to the MƒA Teacher Voices blog this coming year. This new Community Contribution is for teachers who are solid writers or editors, regularly write blogs, or submit to other publications. Editors will engage in ongoing communication with MƒA teachers who both submit, and are accepted to write, blog posts for MƒA Teacher Voices. Teacher input will help to improve and amplify the content of the MƒA Teacher Voices blog.

could inform future programming decisions. Given the size and complexity of the data set, it is recommended that contributors have intermediate level knowledge of analytical tools such as Stata, R, MATLAB, Tableau, or similar, as well as independent access to one of these tools, and advanced to expert knowledge of Excel.

Are you a passionate MƒA advocate who tells everyone you know about MƒA? Then become an information session host! Current MƒA Teachers play a key role in providing an overview of MƒA fellowships and the application process. We are looking for teachers who want to speak about their MƒA experiences at information sessions this spring. All recruitment hosts will prepare by attending one meeting with A&R staff on January 29th

Small-World Network Community Mobilizer Coordinated By: MƒA Head of Information Technology Miriam Ignatoff WEDNESDAYS, FEB 13, MAY 15 MƒA  INQUIRY, PRACTICE, & LEADERSHIP

to discuss their roles in information sessions and then

Share your knowledge with the MƒA Community! Help

speak at two sessions held at MƒA in the spring. This is

start discussions and respond to questions on the Small-

a meaningful way to share your experiences and help

World Network (SWN). Teachers will be asked to log into

ensure great teachers are attracted to the community.

the SWN at least once per week to respond to posts or ask questions. Teachers will also be responsible for

Research Advisors Coordinated By: MƒA Director of Research Jennifer Hanrahan THURSDAYS, FEB 28, MAR 28 MƒA  INQUIRY, PRACTICE, & LEADERSHIP

If you want to put your data analysis skills to work, please join us for this unique Community Contribution and help MƒA analyze the results of the Fall 2018 PD Course Surveys!

Teachers will be given a raw data set of about 2,0003,000 rows and 50+ columns of course and survey data, including Likert scale and open-ended text responses.

As a group, we will have a kick-off meeting to review the 58

selecting at least one post per week to be included in the community digest email.

Teacher Voices Blog Editor Coordinated By: MƒA Director of Communications & Marketing Sarah Rooney WEDNESDAYS, FEB 6, APR 3 MƒA  INQUIRY, PRACTICE, & LEADERSHIP

Calling strong writers and editors! MƒA Teacher Voices is a dedicated part of the MƒA blog where we share opinion and position pieces written by teachers within the community. We are looking for a few teachers to help

*Community Contributions are opportunities for Master Teachers who have renewed their fellowship in 2016, 2017, or 2018 (Master Teacher II, III, or IV+).

us solicit, review, and provide feedback for submissions

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019

Community Contributions: Year Long Early Career Teacher Mentor Coordinated By: Kara Imm, MƒA Director of Professional Development Leah Hirsch and MƒA Program Officer Uzma Shah TUESDAYS OCT 16, DEC 18, JUN 11 WEDNESDAYS SEP 12, DEC 12, MAR 6, MAY 22 MƒA

Early Career Teacher PLT Facilitator Coordinated By: MƒA Director of Professional Development Leah Hirsch and MƒA Program Officer Uzma Shah TUESDAYS, JAN 29, FEB 26, MAR 5, MAR 19, APR 16, MAY 7, MAY 21 MƒA  INQUIRY, PRACTICE, & LEADERSHIP + PLEASE NOTE: PLT PLANNING MEETINGS WILL TAKE PLACE ON 1/29, 3/5, 5/7. PLT FACILITATION WILL TAKE PLACE ON 2/26, 3/19, 4/16, 5/21.

As an Early Career Teacher PLT Facilitator, you will

Community Contributions: DYO DYO (Design Your Own) Community Contribution Coordinated By: MƒA Staff TBD TBD  INQUIRY, PRACTICE, & LEADERSHIP

 INQUIRY, PRACTICE, & LEADERSHIP

support the work of the 2018 MƒA Early Career Teachers

+ PLEASE NOTE: 10/16, 12/18, AND 6/11 EARLY CAREER TEACHERS WILL BE PRESENT AS WELL, AND TEACHERS WILL BE WORKING IN THE MENTORING PARTNERSHIPS.

by attending, planning, and facilitating Cohort Meeting

+ PLEASE NOTE: THERE ARE A LIMITED NUMBER OF DYO OPPORTUNITIES AND PROPOSALS WILL BE ACCEPTED ON A CASE BY CASE BASIS. EACH DYO WILL NEED AN MƒA STAFF MEMBER AS AN ADVISER.

breakout groups that operate like PLTs. Facilitators will

A DYO is an opportunity for Master Teachers to

9/12, 12/12, 3/6, AND 5/22 ARE MENTOR SUPPORT MEETINGS; EARLY CAREER TEACHERS WILL NOT BE PRESENT.

begin meeting in the winter to collaboratively design

design their own Community Contribution that is not

spring MƒA Early Career Teacher PLTs that will be

otherwise offered in the current menu of Master Teacher

Master Teacher Mentors will be matched with one 2018

embedded into the monthly MƒA Early Career Cohort

Community Contributions. A DYO should satisfy the

MƒA Early Career Teacher who has been teaching 2-4

Meetings. The PLT content will be tailored specifically to

criteria of a Community Contribution by meeting an

years. Mentors will be paired with an Early Career Teacher

the needs, interests, and professional goals of the MƒA

identified need in the MƒA community, giving back to

who teaches the same content and grade level, a similar

Early Career Teachers.

the community at large, and having clear outcomes.

population of students, and (hopefully!) in a nearby school. As a mentor you will meet regularly with your mentee by phone, video chat, or in person. You will plan an intervisitation with your mentee, and support them in developing and working towards their professional goals.

For example, you might work with them on curriculum development, classroom organization/management, or developing positive learning communities. In addition, you will attend three MƒA Early Career Cohort Meetings and four mentor support meetings facilitated by Kara Imm, where you will develop strategies to support your mentee.

Additionally, DYOs should be completed over the course

Summer Think Planner Coordinated By: MƒA PD Program Officers Courtney Ginsberg and Uzma Shah MONDAYS, DEC 10, JAN 7, FEB 11, MAR 11, APR 8, MAY 6, JUN 10 MƒA  INQUIRY, PRACTICE, & LEADERSHIP

If you possess creative ideas about conference programming, time management and organizational skills, have an open and collaborative spirit, and attended

of one semester and require a time commitment of approximately 10-12 hours. Please review the current MƒA Community Contributions offered in the course catalog.

If you do not feel your idea is encompassed by one of the current offerings and meets the above criteria, please use this link: (bit.ly/mfadyo) to complete the Design Your Own Community Contribution Proposal, also located on the Small-World Network. Proposals will be reviewed and an MƒA staff member will contact you if your proposal is accepted.

at least one MƒA Summer Think then this community contribution is a match for you! As a Planner, you will meet monthly to design, plan, and support the 2019 MƒA Summer Think. Additionally, you will be expected to attend the 2019 Summer Think.

*Community Contributions are opportunities for Master Teachers who have renewed their fellowship in 2016, 2017, or 2018 (Master Teacher II, III, or IV+).

59

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2019