Mini-Courses

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

Big Data: Machine Learning and Statistics

Facilitators: MƒA Master Teachers Melanie Battles, Renne Castro, and Jimmy Dillon

TUESDAYS, OCT 27, NOV 3, NOV 10 ONLINE

COMPUTER SCIENCE AND TECHNOLOGY

From movie recommendations on Netflix to political ad placements on Facebook, the wide application of machine learning has impacted our lives as both consumers and citizens. Using sometimes immensely large data sets, computer scientists can teach computers to filter emails, operate driverless cars, and even predict human behavior, often with frightening accuracy. In this course, teachers will investigate and then emulate machine learning through a series of explorations, activities, and problem sets. By the end of the third session, teachers will have an indepth understanding of the statistics and computer science behind machine learning so they can share this engaging topic with their students. While basic statistical and programming experience is helpful, it is not required, as teachers will learn some of the statistical and programming functions behind machine learning.

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

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

Jimmy Dillon is an MƒA Master Teacher and computer science teacher at High School of Economics and Finance in Manhattan.

Birding and Nature: Engaging Students with

Place-Based Learning p Facilitators: MƒA Master Teachers Diana Lennon and Sarah Tazghini

MONDAYS, NOV 16, NOV 30, DEC 14 ONLINE

SCIENCE With the transition to remote teaching, you might think you’ve lost the ability to take your students into nature, but you haven’t! In this mini-course, we will share strategies on how to bring placed-based learning and outdoor lessons into a virtual space and create an engaging and immersive virtual experience. We will introduce place-based instruction by exploring online bird cams and digital journaling as a way to excite students and encourage them to look outside their own windows. We will continue by reviewing and critiquing an Argument-Driven Inquiry lab that can enrich the bird cam lessons. Throughout the course, we will also discuss how place-based learning is a valuable opportunity to explore the intersectionality of environmental and racial justice, and elevate and center Black, Indigenous, Students of Color (BISOC) voices in the context of nature writing, environmental journalism, and history. This course is best for any teacher wondering how to incorporate place-based education when the “place” is no longer and who is also eager to amplify underrepresented voices in the life sciences or environmental movement.

Diana Lennon is an MƒA Master Teacher and science teacher at Columbia Secondary School in Manhattan.

Sarah Tazghini is an MƒA Master Teacher and science teacher at Fort Hamilton High School in Brooklyn.

Bringing Culturally Relevant Mathematics

Pedagogy Into the Classroom p Facilitator: Zareen Rahman, Ph.D.

TUESDAYS, DEC 8, DEC 15, DEC 22 ONLINE

MATHEMATICS

Our students come to the classroom with a diverse set of needs and a variety of backgrounds, and as teachers, we want to integrate mathematical thinking, language, culture, and social justice into our lessons. How can we honor and highlight our students’ diversity while also maintaining high-quality mathematics instruction? The Culturally Responsive Mathematics Teaching (CRMT) framework allows teachers to develop and improve their lessons to make them more inclusive by focusing on mathematical knowledge, culturally responsive pedagogy, and social justice issues. In this handson mini-course, teachers will develop, critique, and implement (virtually) mathematics lessons guided by the CRMT framework. In the first session, teachers will explore the CRMT framework components, critique a lesson using CRMT, and begin to redesign a lesson. Next, teachers will give and receive feedback to further develop their lessons. Lastly, they’ll implement their lessons and reflect on the process. While this course is best suited for middle and high school teachers, teachers of all grade levels are welcome as they will develop their lessons and can focus on any mathematics content.

Dr. Zareen Rahman is an assistant professor of Middle and Secondary Mathematics Education at James Madison University. She enjoyed being a high school mathematics teacher in New Jersey and loves combining practical and research-based approaches to mathematics teaching and learning.

Building Dynamic Explorations With GeoGebra

Facilitators: MƒA Master Teachers Kevin Ehly and Benjamin Siegel

WEDNESDAYS, NOV 4, NOV 18, DEC 2 ONLINE

MATHEMATICS

How can we promote discovery and inspire curiosity in the world of remote geometry teaching? In this course, teachers will learn how to use GeoGebra’s free web-based software to create dynamic explorations that allow students to build, manipulate, and analyze geometric diagrams. Teachers will learn how to create digital worksheets to help students uncover new relationships, make conjectures, and test those conjectures in real-time. We will begin by customizing pre-built activities to suit the needs of our students and discussing best practices for creating explorations and writing effective questions that guide and assess student thinking. In later sessions, we will explore how to create applets in GeoGebra, allowing for a greater level of control and customization. Teachers will also learn how to integrate these activities with Google

Classroom, allowing the ability to easily assess student work and provide feedback. This course is designed for geometry teachers who want to empower students to take an active role in their education during remote learning and beyond.

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

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

Changing Genetics to Change Our Health

Facilitator: Tshaka Cunningham, Ph.D.

WEDNESDAYS, OCT 7, OCT 21, NOV 4 ONLINE

SCIENCE

Next-generation sequencing (NGS) and gene editing are emerging genetic technologies that have profound potential to diagnose and cure genetic diseases, while also raising significant concerns regarding their ethical applications to human and animal populations. Thus, it is imperative that we become familiar with these tools to gain a better understanding of how genomics will shape our lives, health, and the environment in the years to come. In this mini-course, teachers will learn about the biology of CRISPR/Cas9 gene editing as well as genomic sequencing methods, such as RNAseq and DNA methylation profiling. Teachers will leave better prepared to teach students about these emerging fields and their impacts on human health. We’ll begin with an introduction to CRISPR gene editing technology followed by an examination of how deadly genetic disorders such as sickle cell disease can be cured through CRISPR/gene therapy treatments. Lastly, we will explore the genetics of mental and behavioral health by examining post-traumatic stress disorder (PTSD) and the devastating consequences it can have on front line healthcare workers battling the COVID-19 pandemic as well as military veterans. This course is best suited for middle and high school life science teachers.

Dr. Tshaka Cunningham is a molecular biologist with a passion for precision medicine, gene therapy, and all things genomic. He is a cofounder of TruGenomix Health Inc., a precision genomics company developing solutions for post-traumatic stress disorder (PTSD) for active-duty military, veterans, and civilians. Previously, he served as the Program Manager for Neurodegenerative Diseases at the U.S. Department of Veterans Affairs and provided subject matter expertise for the VA’s Million Veteran Program (MVP). He earned a B.A. in molecular biology from Princeton University and a Ph.D. in the same discipline from Rockefeller University. He completed his postdoctoral training in immunology and tumor immunotherapy at the Pasteur Institute in Paris, France, and at the National Institutes of Health in Bethesda, MD. Tshaka enjoys teaching, reading, and engaging in public forums regarding genomics, gene editing, gene therapy, and the future of medicine.

Coding an Epidemic Model

Facilitators: MƒA Master Teacher Taryn Martinez and MƒA Early Career Teachers Joseph Grogan, Ph.D., and Stefanie Ismail

WEDNESDAYS, DEC 9, DEC 16, DEC 23 ONLINE

COMPUTER SCIENCE AND TECHNOLOGY

How might we support content knowledge in biology and mathematics classrooms by developing a model for the spread of an epidemic? The goal of this course is to learn how to model the spread of disease using StarLogo Nova. Each session will include time to learn and practice coding as well as time to collaborate with other teachers. Throughout the course, we will code a “world” with infected and healthy individuals with a 100% transmission rate, adjust code to reflect actual rates of infections for past and present epidemics, and utilize data analysis tools to interpret models. This course is ideal for biology and mathematics teachers who have never coded before and are interested in incorporating computer science into their classrooms. No previous coding experience is necessary.

Taryn Martinez is an MƒA Master Teacher and science teacher at Hunters Point Community Middle School in Queens.

Joseph Grogan is an MƒA Early Career Teacher and mathematics teacher at Academy for Careers in Television and Film in Queens.

Creating a Healing-Centered (Virtual) Classroom

p Facilitator: Marieke van Woerkom

MONDAYS, SEP 14, SEP 21, OCT 5, OCT 19 ONLINE

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

Recent research has shown that traumatic childhood experiences are much more common than previously known or recognized. Add to that the collective trauma of COVID-19, its disproportionate impact on communities of color, and how that exemplifies this country’s ongoing racial trauma; and one thing should be clear: it makes no sense for schools to go back to “business as usual.” In this interactive mini-course, we will learn about trauma, how it impacts the developing brain, and how it impacts students’ ability to learn. We will explore skills and practices that teachers can employ to create a more trauma-aware, sensitive, and healing-centered classroom to support all students’ learning, whether remotely or in-person.

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

Creating Spaces that Empower Diverse Identities

in the STEM Classroom p Facilitators: MƒA Master Teachers Gifty Asamani, Ph.D., and William Green, Ph.D.

MONDAYS, NOV 9, NOV 16, NOV 23 ONLINE

INQUIRY, PRACTICE, AND LEADERSHIP

The classroom landscape is changing daily and becoming ever more diverse. As our students proclaim their identities, representation in the classroom

becomes critically important in affirming our students’ development and provides a safe space to learn. In this mini-course, we will develop an intersectional approach to teaching in the STEM classroom. In the first session, we will introduce an intersectionality framework, guide teachers through creating an intersectional map of their classroom, and explore class disparities and their impact on STEM teaching and learning. In the second session, we will create a space for teachers to participate in critical discussions around race, gender, and sexuality, and examine the dangers of teaching and learning through a single lens. In our final session, teachers will use the Intersectionality ReMix Tool to embrace the multiple identities of their individual classrooms. Teachers of every subject and grade level are invited into this work.

Gifty Asamani and William Green are MƒA Master Teachers and science teachers at the School for Excellence in the Bronx.

Cubic Polynomials and Euler’s Triangle Determination Problem

Facilitator: MƒA Master Teacher Joseph Stern

MONDAYS, JAN 4, JAN 11, JAN 25 ONLINE

MATHEMATICS

In this course, teachers will explore a modern proof published by the facilitator in 2007. This new proof reveals a surprising connection between Euler’s triangle determination problem and the following seemingly unrelated question: When will the three complex roots of a cubic equation be equimodular (i.e., when will all three roots have the same absolute value)? By drawing on insights into equimodular cubics, we will obtain the remarkable answer that the locus for I is an open disk with one of its points deleted. All mathematics teachers are welcome to attend. No special background beyond basic algebra and vectors is required. The Dark Side of Big Data p Facilitators: MƒA Master Teachers Megan Berdugo and Lavonne Hunter

THURSDAYS, JAN 7, JAN 14, JAN 28 ONLINE

MATHEMATICS

Since the advent of computing, big data and algorithms have penetrated virtually every aspect of our social and economic lives. A review of the history tells an intriguing and disturbing story, one in which data is too often wielded as an instrument of oppression, reinforcing inequality and perpetuating injustice. In this mini-course, we will draw examples from Cathy O’Neil’s book, Weapons of Math Destruction, and other resources to examine how mathematics has exploited unsuspecting citizens -- reinforcing discrimination, punishing the poor, holding up the haves -- to answer the focus question: How has math been used to cause harm in a democratic society? Throughout the course, we will identify the problematic mathematical models of everyday life including public education, banking, the insurance industry, job hunting, voting, medicine, law enforcement, and advertising. If you would like to learn more about the nature and limitations of algorithms and explore how to engage students in the use-value of mathematics by virtue of its destructive application, then join us. We welcome you to the dark side of big data.

Megan Berdugo is an MƒA Master Teacher and mathematics teacher at Brooklyn International High School in Brooklyn.

Lavonne Hunter is an MƒA Master Teacher and science teacher at CityAs High School in Manhattan.

Data Science in the COVID-19 Era

Facilitators: Jeff Olson and Taylor Want

MONDAYS, NOV 23, NOV 30, DEC 7 ONLINE

COMPUTER SCIENCE AND TECHNOLOGY

Want to make sense of the coronavirus pandemic yourself instead of relying on the (often conflicting) analysis of others? In this mini-course, we’ll work to grow foundational data science skills through the lens of the COVID-19 pandemic. Best suited for teachers with a strong foundation in Python, this course will examine COVID-19-related datasets using core data science tools like pandas, seaborn, and scikit-learn. The primary goal is for teachers to walk away with proficiency in pandas and a greater understanding of the ways that data science helps us understand major phenomena in the world around us.

Jeff Olson is the Director of Curriculum and Instruction at Upperline Code. Jeff has an undergraduate degree in neuroscience and American literature from Baylor University. Upon graduating in 2011, Jeff was placed as an English teacher in Phoenix, Arizona with Teach For America, and earned his M.Ed. in secondary education from Arizona State University. In 2015, Jeff began teaching beginner courses in software engineering, iOS app development, and web design to high school students in Los Angeles, California and New York City and has come to believe that learning to code is the most empowering experience a high school student can have. He believes that coding is joyful and that all students deserve access to this life-changing form of fun.

Taylor Want is the Director of Strategy and Operations at Upperline Code. Taylor first discovered her love of coding and education at Carleton College, where she received her undergraduate degree in physics. She went on to join Teach for America in 2013 as a high school physics teacher in Fall River, MA. During this time, she received her M.Ed. in curriculum and teaching from Boston University. In the summer of 2015, Taylor began teaching introductory courses in software engineering to high school students in Austin, TX. She went on to teach with Upperline Code as the lead instructor at Kode with Klossy in the summers of 2016 and 2017 while working as a high school physics and computer science teacher during the school year. She believes that all students should have access to the empowering challenge of a coding education.

Education Revolution: Finding Your Seat at the

Table p Facilitator: MƒA Master Teacher Sharon Collins

WEDNESDAYS, SEP 23, OCT 7, OCT 21 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

Do you believe teachers should be leading the revolution to transform education in New York City? This COVID-19 pandemic has brought to light the immense inequities in our educational system. A student’s zip code should never determine the education they receive. Join this mini-course to collaborate with like-minded colleagues, propose actionable-solutions, engage with community education councils, write to politicians and educational leaders, and have an impact beyond the walls of your classroom. We will delve into the history of public education in New York City in order to better impact its present and future. Schools and teachers absolutely can be the incubators of the change we wish to see in society.

Sharon Collins is an MƒA Master Teacher and mathematics teacher at the New Heights Academy Charter School in Manhattan.

Equity and Optimal Challenge: ALL-ED Discussion

Routines I & II p Facilitator: Rhonda Bondie, Ph.D.

WEDNESDAYS, SEP 30, OCT 14, OCT 28 THURSDAYS, DEC 3, DEC 10, JAN 7 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: TEACHERS ARE EXPECTED TO PARTICIPATE IN TWO 90 MINUTE ASYNCHRONOUS ACTIVITIES IN BETWEEN SESSIONS. TWO SECTIONS OF THIS COURSE WILL BE OFFERED.

Let’s get practical with learning how to motivate students through discussion routines that can be used online, in-person, or with digital discussion boards. In this mini-course, we will learn and practice these routines in the three different realms of live, remote, and asynchronous teaching. Then, we will use four levers to adjust our routines in response to diverse learner strengths and needs, and we’ll explore how the adjustments enable equitable access to content. This mini-course includes three one hour synchronous sessions and three hours of asynchronous digital learning and discussion boards. Everyone will have an opportunity to practice adjusting teaching in a virtual classroom with avatar students.

Dr. Rhonda Bondie is a lecturer on education in special education for the Harvard Teacher Fellows program, and the Director of Professional Learning at the Harvard Graduate School of Education. She enjoyed being a classroom teacher and administrator in public schools for over twenty years. Rhonda has served on the faculty of Project Zero for many years developing an expertise in Teaching for Understanding, Making Thinking Visible, and Multiple Intelligences. She has planned this minicourse with the support of Reach Every Reader.

Fostering the Cultural and Mathematical

Strengths of Our Students p Facilitator: Dorothy Y. White, Ph.D.

MONDAYS, NOV 2, NOV 9, NOV 16 ONLINE

 MATHEMATICS

Culturally responsive pedagogies show great promise in creating equitable mathematics classrooms by building on students’ cultural backgrounds. However, to implement these approaches teachers must have a clear understanding of the meaning of culture and how it influences the teaching and learning of mathematics. In this mini-course, teachers will develop their cultural awareness and explore the role of culture in mathematics. In the first session, teachers will engage in activities to define culture, explore their own cultures, and reflect on their experiences as mathematics learners. In the second session, we will examine the intersection of cultures in mathematics classrooms (e.g., mathematics, teachers, students, and the school community as a whole) and how classroom cultural norms can support or hinder students’ learning. Teachers will also broaden their understanding of students’ mathematical strengths in order to make mathematics more accessible to them. In our final session, we will focus on strategies to create welcoming mathematics classrooms. Using the tenets of culturally responsive pedagogy and asset-based instruction, teachers will identify specific norms and practices they will use in their classrooms to provide all students with rich and relevant mathematics learning experiences. This course is suitable for mathematics teachers of all grade levels.

Dr. Dorothy Y. White is a professor of mathematics education in the Mary Frances Early College of Education at the University of Georgia. Her research, teaching, and service interconnect and support empowering all students for success in mathematics by purposefully promoting collaborative relationships among mathematics teachers and researchers. She teaches undergraduate teacher preparation courses in early childhood education and middle school mathematics education and graduate courses in critical issues and national trends in STEM education. She also provides professional development in mathematics to PreK-8 classroom teachers at the local, state, and national levels.

Game Theory: An Introduction to Static and Dynamic Games

Facilitators: MƒA Master Teachers Patrick Cox and Andrea Kung

TUESDAYS, NOV 24, DEC 8, DEC 22 ONLINE

 MATHEMATICS

Is there a dominant strategy in Rock, Paper, Scissors? Welcome to game theory, the study of analyzing situations to inform us of what decisions we should make based on the given information. We will focus on static and dynamic games with complete information during our first two sessions, and games with incomplete information during our last. By the end of this course, teachers will understand what the field of game theory is and will be able to take a given situation, analyze it, and understand why people make the decisions they make and why some decisions are extremely difficult. This course is mathematicsfocused, but no prior knowledge is needed to be successful, and it is open to all teachers looking to explore this engaging subject!

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

Andrea Kung is an MƒA Master Teacher and mathematics teacher at Urban Academy Laboratory High School in Manhattan.

Getting Sweet With Google Suite

Facilitators: MƒA Master Teachers Shane Coleman and Lauren Wells

TUESDAYS, SEP 15, SEP 22, SEP 29 ONLINE

COMPUTER SCIENCE AND TECHNOLOGY

Among the many challenges of remote teaching is the question of how we assess students whose frowns of frustration we cannot see? This course is for middle and high school educators of all content areas who are looking to expand or strengthen their formative assessment skills using the Google Education Suite and the applications integrated within it. By the end of the course, teachers will walk away with the knowledge and skills necessary to assess student mastery in a variety of ways with applications such as Quizizz, Google Forms, Google Slides, Edpuzzle, and Flippity.

Shane Coleman is an MƒA Master Teacher and science teacher at Academy for College Preparation and Career Exploration: A College Board School in Brooklyn.

Lauren Wells is an MƒA Master Teacher and science teacher at Brooklyn College Academy in Brooklyn.

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

Facilitator: Berri Jacque, Ph.D.

WEDNESDAYS, NOV 18, DEC 2, DEC 16 ONLINE

 SCIENCE

+ PLEASE NOTE: TEACHERS ARE EXPECTED TO COMPLETE TWOTHREE HOURS OF ASYNCHRONOUS ASSIGNMENTS PRIOR TO EACH SESSION.

As governments and researchers across the world scramble to develop a COVID-19 (SARS-CoV-2) vaccine, teachers have the unique opportunity to bring valuable, real-world connections to make the immune system and vaccines come alive for their students. In this mini-course, teachers will learn what makes a good vaccine, how vaccines and the immune response work, and which immunizations are recommended in the United States and why. This course will consist of three virtual sessions blended with two self-paced online modules. In the online modules, teachers will build a foundation of introductory immunology. In the virtual sessions, teachers will use this foundational knowledge to navigate current clinical trial results from COVID-19 (SARS-CoV-2) vaccine candidates. Ultimately, the goal is to help teachers interpret results from these new candidates, explore numerous classroom resources, and discuss ways to incorporate these topics into their classrooms. This course is best suited for middle and high school life science teachers.

Dr. Berri Jacque is an Associate Professor of Medical Education and Director of the Center for Translational Science Education at Tufts University. After completing his doctorate in immunology, he completed a postdoctoral fellowship in curriculum design and evaluation. His work focuses on broadening participation in science and understanding approaches that engage high school students and teachers in authentic biomedical science. His current work is designing and disseminating biomedical and health-science curricula that teaches critical healthrelated concepts with the goal of increasing scientific and health literacy.

Guiding Your Students Through StudentDesigned Experiments

Facilitator: Kristen Dotti

MONDAYS, SEP 21, OCT 5, OCT 19, NOV 2 ONLINE

 SCIENCE

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

Are you stumped on how to conduct meaningful investigations and data analysis while teaching remotely? It’s actually easier than you might imagine and what’s more, it even has some hidden benefits! The goal of this course is for teachers to explore methods to help their students design and conduct authentic investigations at home. Throughout this course, teachers will play the role of the student to experience these methods firsthand. In session one, you will learn how to build curiosity by exploring a phenomenon and collecting observations. Each teacher will choose a factor that may be influencing the phenomenon to design a peer-reviewed experiment. In sessions two and three, we’ll practice writing scientific procedures, analyzing data, and drawing conclusions. The data, graphs, and reflections on these investigations will be shared in a jigsaw fashion so everyone benefits from the knowledge acquired by each individual. In the final session, we will brainstorm ideas for initiating this process so students never run out of ways to generate and collect data at home. Whether conducting classes virtually, in-person, or in a hybrid setting, the techniques shared will help you engage your students in exploration, observation, data collection, and analysis that can be utilized in any K-12 science classroom.

Kristen Dotti writes curricula and leads professional development training for teachers who enjoy using student-centered techniques. As a teacher, geneticist, and life-long learner, she is constantly exploring new topics from a scientific perspective to grow her mind and feed her passions. Although she travels to different schools each week to help them achieve their faculty development goals, she has made Asheville, NC home.

Hard Conversations on Race and Equity Part II:

Support for Teacher Leaders p Facilitator: Lindsey Charles

WEDNESDAYS, JAN 6, JAN 13, JAN 27 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: THIS COURSE IS OPEN TO TEACHERS WHO HAVE PARTICIPATED IN HARD CONVERSATIONS PART I.

Have you participated in the Hard Conversations on Race and Equity mini-course in previous semesters, and would like to continue the conversation? If so, join us for Hard Conversations Part II. This mini-course will allow us to deepen our discussions on equity and race while continuing to build community with other MƒA teachers who want to engage in this work. We will participate in new activities and conversations that range from low-risk to high-risk, continue to challenge our own bias and privilege, and keep on developing our skills in leading hard conversations on race and equity with school colleagues who are just entering, resistant, and/or most impacted by oppression. Some of the topics covered will be affinity groups, working with resistant staff, and how to apply this work to our school communities. This course is a great opportunity to share space and resources with colleagues who are taking the lead in facilitating these crucial conversations around equity, racial justice, and anti-oppression work in our schools and professional communities.

Lindsey Charles is a consultant for Vision Change Win where she works with clients on a variety of issues, including conflict resolution and mediation, restorative practice policies and protocols, diversity and inclusion strategies, and physical and verbal de-escalation. She is a licensed social worker and a certified health coach with over 10 years of non-profit experience. She is also the Associate Director of Support Services at FEGS (Federation Employment Guidance Services) where she supports 13 teachers in the NYCDOE with trainings, technical assistance, and innovative protocols to more effectively work with young people.

Human-Centered Problem Solving in a Virtual World

Facilitator: Heidi Brant

TUESDAYS, OCT 6, OCT 13, OCT 20 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

How might we map a design thinking mindset onto our new world of blended learning and remote collaboration, whether we are live-streaming, teaching asynchronously, or teaching with a blended approach? In this course, we will use interactive ideation tools, such as Miro and Jamboard to prototype ways of applying the design thinking method in our blended learning classrooms. We will learn by practicing the human-centered approach of design thinking. In the first session, we’ll start with an introduction to the basic principles of design thinking and engage with a hands-on empathy-building activity. From there, we’ll create journey maps and collect design research findings through peer-to-peer interviews. Looking at “pain points” on the journey maps, we’ll define a problem space for the rest of our design process. In the next session, with our problem space in mind, we’ll practice an ideation activity to come up with a variety of potential solutions and experience different brainstorming methods to generate concepts for prototyping. We’ll also be joined by MƒA Master Teacher Joytrese George who will present a design thinking project implemented at her school. In the final session, we will use a virtual whiteboard to create simple prototypes of potential solutions to the problems (and opportunities) that we identified at the start of our process. Finally, we’ll present these concepts to the group and gather valuable feedback.

Heidi Brant is certified by the Association of Master Trainers in the Facilitation of the LEGO Serious Play method and materials. For over 10 years, Heidi worked for the LEGO Group as a creative digital producer and experience design strategist, developing innovative and engaging content for children and their families. Heidi is a graduate of NYU’s Interactive Telecommunications Program where her coursework focused on storytelling and interactive installations. In addition, she received a B.A. in Psychology, Magna Cum Laude, from Brown University. She is the co-founder of Human Things, an innovation design practice, and currently teaches courses in Design Research at NYU.

Hydroponics Labs 101

Facilitators: MƒA Master Teachers Shakira Provasoli and JoEllen Schuleman

TUESDAYS, NOV 3, NOV 17, DEC 1 ONLINE

 SCIENCE

A hydroponic lab can inspire a generation of students to steward the Earth and engineer solutions with positive impacts. Over three, one-hour sessions, and in conjunction with NY Sun Works, a non-profit organization that builds innovative hydroponics labs in urban schools, teachers will learn how to set up and maintain hydroponic systems and discuss curricular connections. In session one, teachers will be introduced to the basics of hydroponic gardening, take a virtual tour of the original New York Sun Works greenhouse, and view several classroom conversion labs. In session two, the Sun Works director of education will present the innovative Discovering Sustainability K-12 Science curriculum which provides meaningful opportunities to both learn about sustainability science and *grow* within a hydroponic Greenhouse Classroom. Teachers will have the opportunity to preview lessons connected to their own curriculum and collaborate with other teachers. In session three, teachers will choose to either build their own working hydroponic system at home or learn how to apply for grants to fundraise and install hydroponics labs in their schools. This course is open to anyone who is new to hydroponics and/or wishes to install a lab at their school.

Shakira Provasoli is an MƒA Master Teacher and science teacher at P.S. 333 Manhattan School for Children in Manhattan.

JoEllen Schuleman is an MƒA Master Teacher and science teacher at P.S. 199 Jessie Isador Straus in Manhattan.

Implementing and Evaluating Mindfulness Practice in Your STEM Classroom

Facilitators: Simone Ousset Kuranishi and MƒA Master Teacher Erika Stafne

MONDAYS, NOV 23, NOV 30, DEC 7 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

Do you want to help improve your students’ mental health while cultivating a classroom of support and responsiveness? Classroom teachers have the unique ability and responsibility to create and foster healthy learning environments for their students and themselves. The practice of mindfulness proves to be an effective Social-Emotional Learning (SEL) strategy to promote student and staff well-being. Mindfulness practice has been shown to “support students in accessing and applying knowledge and skills needed to manage emotions, forge positive relationships, achieve goals and make responsible choices.” (Kuranishi, et.al, 2018). This course will provide educators with research-based methods to incorporate mindfulness practice into their general education, ICT, and/or 12:1 STEM classroom settings. Educators will engage in discussions and reflections on their own classroom practices and be provided with guidance and tangible activities and practices to move forward with a classroom-based mindfulness curriculum. A special focus on online and hybrid instruction of mindfulness practices will be incorporated into our work together. This course is designed for educators of all subjects and grade levels.

Simone O. Kuranishi is a dance, yoga, and special education teacher with over a decade of experience in public schools. She currently works as a freelance consultant in mindfulness, yoga, and dance education.

Erika Stafne is an MƒA Master Teacher and science teacher at Repertory Company High School for Theatre Arts in Manhattan.

Interrogating “Common Sense” in Mathematics

Education: Toward Anti-Racist Lenses p Facilitators: Jasmine Y. Ma, Ph.D., Daniela Della Volpe, Arundhati Velamur, and MƒA Master Teacher Sarah Ahmed

TUESDAYS, OCT 6, OCT 13, OCT 20 ONLINE

MATHEMATICS

In the wake of a global pandemic that disproportionately affects already marginalized communities, as well as recent uprisings against antiBlack and racist violence across the world, the ways in which mathematical discourse perpetuates racism and state-sponsored discrimination must be surfaced. The practices of mathematics, and mathematics education, stem from a set of assumptions, or a “common sense” that is historically and culturally constructed. For example, evaluating mathematical “ability” is a common sense way of determining someone’s “intelligence,” but rarely do we interrogate the necessity of these assessments, nor do we question the legitimacy of intelligence as a construct. Rarer still are opportunities to surface the consequences that arise from these common sense assumptions. Activists, mathematicians, and scholars have highlighted the ways in which these assumptions around mathematics have been deployed to support systems of oppression throughout the state. Mathematics education, which plays an exaggerated role in mediating the racialized experiences of students in the United States, has also been implicated in these conversations. In this course, we will collectively (1) interrogate common sense beliefs of systems of schooling and mathematics education in the United States, delineate the political and social premises from which these systems operate, and trace their consequences; (2) consider actions for teachers to take in classrooms and other school spaces to subvert the harmful consequences of these systems on students; and (3) explore the ways in which mathematics teachers can participate in transformation at a broader, systemic level.

Dr. Jasmine Y. Ma is Associate Professor of Mathematics Education at NYU Steinhardt. Her research considers how young people engage in everyday activity across settings, and the ways this can inform designs for supporting their learning in the mathematics classroom. As a part of this work, she investigates how dominant forms of mathematics instruction, as well as the assumption that modern academic mathematics is the only mathematics of value, actively and systematically marginalizes particular populations of learners.

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

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

Sarah Ahmed is an MƒA Master Teacher and mathematics teacher at Essex Street Academy in Manhattan.

Introduction to Python Programming

Facilitators: MƒA Master Teachers Renne Castro, Andrew O’Grady, Ph.D., and MƒA Early Career Teacher Alex Duff

TUESDAYS, DEC 1, DEC 22, JAN 5, JAN 19 ONLINE

COMPUTER SCIENCE AND TECHNOLOGY

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

Python is a computer language that is easy to learn and teach. It is used by many professional programmers and is known for its readability. There is also an incredible amount of online support through the Python Software Foundation (PSF). While this course is for computer science teachers who are interested in learning how to teach a course or unit in Python, other STEM teachers who wish to learn Python are also welcome to attend! During this course, teachers will learn concepts in Python through lessons and exercises, explore online resources available to the Python community, and walk away with ideas for scalable Python projects. There is no prerequisite knowledge for this course -- just an interest in learning programming as teachers will be grouped based on their skill level and interest to allow facilitators to better differentiate each session.

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

Andrew O’Grady is an MƒA Master Teacher and mathematics teacher at Bronx Early College Academy for Teaching & Learning in the Bronx.

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

In Utero Human Growth: A Comprehensive Life Science Project in Calculus

Facilitator: Amir H. Golnabi, Ph.D.

WEDNESDAYS, DEC 2, DEC 16, DEC 23 ONLINE

MATHEMATICS

Do you teach Calculus and wonder how you can make some of the fundamental concepts in calculus more interesting to your students? If you answered yes, then join as we explore how to implement comprehensive projects to help students gain a deeper understanding of key concepts such as data interpretation, functions, differentiation, and antiderivatives, and how to apply these concepts to solve real-world biological problems. In this course, we will discuss, design, and ideally implement a project that will support students in: 1) building the essential skills to mathematically rationalize a biomedical-related scenario, 2) developing independent analytical thinking, and 3) cultivating an “appreciation of mathematics” as an integral part of our world today. In the first session, we will review the overall structure and learning objectives of the project through a fetal body composition problem during which we examine the in utero growth, including the fat and water composition of the human fetus. During the second session, we will consider the project’s key mathematical concepts including how clinical data is collected, graphs are presented, and data points are generated; how to interpret graphs of a sequence; how to apply building blocks of calculus such as differentiation and integration to discrete data structures; and how to interpret the mathematicallyderived results and relate them to actual real-world phenomena. In the final session, we will discuss possible challenges, learning opportunities, and best practices for implementing the project. All calculus teachers are encouraged to attend.

Dr. Amir H. Golnabi has a Ph.D. in Biomedical Engineering from Dartmouth College. He completed his Postdoctoral Research Fellowship in the Pulmonary Imaging and Bioengineering Laboratory at the Massachusetts General Hospital (MGH) and Harvard Medical School. From 2014 to 2020, he was a faculty member in the Department of Mathematical Sciences at Montclair State University in New Jersey. He is currently an instructor in the Mathematics Department at Phillips Exeter Academy in New Hampshire. His interest in mathematics education includes: educational leadership, curriculum development, educational technology, and deep learning.

Let’s Talk About It: Fostering Discourse in the Mathematics Classroom

Facilitator: Jameel Misbahuddin

MONDAYS, OCT 5, OCT 19, OCT 26 ONLINE

 MATHEMATICS

How do we plan lessons with mathematics discussions that are robust, innate, and involve all students? Students need to struggle constructively, and by providing this complexity in our classrooms, we ask students to persevere, analyze, and critically think. First, we’ll discuss ways to create tasks that provoke meaningful questions and deep thought, with a low barrier and high ceiling. However, designing such assignments that foster “constructive struggle” is only half the battle. Next, we’ll devote time to developing formative assessment techniques that include ALL learners. The information gained from these techniques will reveal our students’ thinking and provide us with information on how best to support their learning and growth. Finally, we’ll examine the ways students’ discussion and explanations inform our understanding of their approach to the task and show us how we can learn from the students’ process as much as their product. Although the content examples we’ll use will primarily focus on middle and high school mathematics standards, all mathematics teaches are welcome.

Jameel Misbahuddin is the STEM Department Chair at Columbia High School in Maplewood, New Jersey. Additionally, he’s been an adjunct professor for classes covering mathematical pedagogy and Algebraic and Geometric learning and instruction. For over 10 years, Jameel has worked in NJ public education at all levels to promote student-centered learning and innovative teaching styles.

Maximize Real-Time Feedback Using the Desmos Activity Builder Computation Layer

Facilitators: MƒA Master Teacher Phylicia Hoyt and Kate Litman

THURSDAYS, SEP 24, OCT 1, OCT 8 ONLINE

MATHEMATICS

Have you dabbled with the Activity Builder in Desmos? Are you tempted to explore the Computation Layer (CL) but don’t know where to start? Do you want to harness the power of the Desmos platform during remote learning without checking every student slide every day? If so, this workshop is for you! The CL lets you connect different mathematical representations to change what students see later based on their earlier work and to collect data from an entire class. We will practice creating Desmos activities to give verbal, visual, and symbolic feedback based on graphs, tables, and numerical answers in real-time.

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

Microbes in Your Fridge

Facilitators: Disan Davis, Ph.D., and Jeanne Garbarino, Ph.D.

MONDAYS, NOV 9, NOV 23, DEC 7 ONLINE

 SCIENCE

+ PLEASE NOTE: MOST MATERIALS AND EQUIPMENT WILL BE SHIPPED TO TEACHERS PRIOR TO THE COURSE. TEACHERS WILL NEED TO SUPPLY THEIR OWN COW’S MILK, WHICH CAN BE EASILY PURCHASED AT ANY SUPERMARKET.

Did you know the only difference between milk and yogurt is bacteria? Have you been tinkering with all things fermented to pass the time during the pandemic? Would you like to harness the power of microbes as a tool for authentic research? Then join us in this Corner Store Science module and learn to make your own yogurt as a way to practice good laboratory techniques and culture bacteria in your kitchen. Together, we will use a variety of techniques including DNA precipitation, PCR, gel electrophoresis, and agar plating to identify the types of bacteria present in store-bought and homemade yogurts and explore the primitive bacterial immune system known as CRISPR. This course is best for biology and chemistry teachers with some previous experience with PCR and gel electrophoresis and those who are interested in co-developing at-home science investigations for their students. This course is a collaboration with RockEDU and teachers will be expected to share their experiences to help refine and iterate these newlydeveloped biology resources.

Dr. Disan Davis is the Program Manager of RockEDU Science Outreach at the Rockefeller University, where she creates educational materials for high school students and teachers that emphasize the process of science in accessible and equitable ways. Her work brings together her Ph.D. in biochemistry with her previous experience teaching chemistry, biology, and physical science.

Dr. Jeanne Garbarino is the Director of RockEDU Science Outreach at The Rockefeller University, where she works to promote and support science outreach within the scientific community, open channels for community members to develop an appreciation for science as a human endeavor, and to provide equitable access to scientific resources and

opportunities that genuinely reflect the process of science. Jeanne is formally trained as a lipid biochemist, earning her Ph.D. in metabolic biology from Columbia University, then conducting postdoctoral studies on cholesterol transport at Rockefeller.

Nuclear Weapons: Science, Policy, and Human Dimension

Facilitator: Ivana Nikolic Hughes, Ph.D.

THURSDAYS, OCT 1, OCT 15, OCT 29 ONLINE

 SCIENCE

Even in the midst of a pandemic, nuclear weapons still represent one of humanity’s greatest threats. And yet, students are often unaware of the basic facts, such as how many nuclear weapons exist in the world, how powerful they are, and why they represent such a threat. In this mini-course, teachers will learn some of the science and history behind nuclear weapons, simulate nuclear stockpile reduction negotiations (modeled after prisoner’s dilemma), and discuss the nuclear legacy of the Marshall Islands, the US nuclear testing ground in the 1940s and 1950s. Teachers will also use the topic of nuclear weapons as context for

building and practicing several key scientific habits of mind: developing a sense of scale, making order of magnitude estimates, reading graphs (including log scales), calculating probabilities, and determining statistical significance through several active learning exercises. Teachers will walk away from this course with tools for implementing relevant science lessons and effective synchronous remote learning. All teachers are welcome, however, Chemistry, Environmental Science, and Physics teachers may find the content and resources most helpful.

Dr. Ivana Nikolic Hughes is the Director of the K=1 Project, Center for Nuclear Studies, Director of Frontiers of Science, a science course required of all Columbia College freshmen, and a Senior Lecturer in Discipline in the Department of Chemistry at Columbia University. She graduated from Caltech in 1999 with a B.S. in chemical engineering with Honors and earned her Ph.D. from Stanford University in 2005, working in the Department of Biochemistry as an American Heart Association Fellow.

Numeracy and Algebra Routines in Virtual Spaces

Facilitator: Kara Imm, Ph.D.

TUESDAYS, OCT 6, OCT 20, NOV 3 ONLINE

 MATHEMATICS

In their best version, numeracy and algebra routines help to build joyful communities of kids who see themselves as mathematicians with voice and agency. Those of us who have experienced the power of physically gathering kids together for a mathematics routine (e.g., number string, quick image, notice/ wonder) are wondering how to create the same collective energy and shared knowledge-making across digital platforms. In this course, we will identify the key purposes of these routines, name the challenges of “transporting” this instructional practice, and design new, flexible routines for the students we are currently teaching. Some familiarity/experience with routines is recommended, but not required. Our focus is not on using routines to address “learning loss” (which is a type of deficit thinking) but rather on building inclusive instructional spaces for all kids.

Dr. Kara Imm is a K-12 mathematics educator based in New York City. In her more than 20 year career, she has been a middle and high school math teacher, staff developer, leadership coach, and teacher education faculty. In her current role with Math in the City (City College, The City University of New York) she designs and leads site-based professional development for teacher teams and leaders, with the goal of developing inclusive math communities across the country and internationally. At MƒA, Kara has been invited to design and lead over 20 courses including design thinking, mathematical routines, models and modeling, developing a coaching practice, and early algebra. Kara has written several articles and books with and for teachers on the teaching and learning of mathematics. A proud graduate of Minneapolis Public Schools, Kara earned degrees from Stanford University and Bank Street College of Education. Her recent Ph.D. in Urban Education (The Graduate Center, The City University of New York) investigated the impact of mathematical modeling for high school girls of color who had experienced the gate-keeping effects of algebra.

On Zoom and in the Room: Engaging and Assessing Students Online With Nearpod

Facilitator: MƒA Early Career Teacher Leah Goldstein

WEDNESDAYS, SEP 16, SEP 30, OCT 14 ONLINE

COMPUTER SCIENCE AND TECHNOLOGY

How can you ensure optimal student engagement and participation in your classroom — even during remote learning? This course will show teachers how to maximize the powerful capabilities of Nearpod, a popular and rapidly expanding online learning platform for designing, planning, and executing multimedia presentations in the classroom. Teachers will see how they can incorporate virtual field trips, simulations, student collaboration, games, surveys, drawing tools, EdPuzzle-like videos, customized quizzes, and so much more! Teachers will also learn to integrate this platform with tools like Explain Everything, Flipgrid, CK12, Gizmos, Flubaroo, Fivver, and Mote, which can engage students of all levels through exciting, hands-on learning experiences while keeping a realtime pulse on student progress. These platforms will enhance both in-person and remote instruction and revolutionize the student learning experience. The facilitator is a licensed Nearpod PioNear.

Leah Goldstein is an MƒA Early Career Teacher and science teacher at New Visions Charter High School for Advanced Math and Science II in Brooklyn.

Our District, Our Data: Developing Insights From

Internal Data p Facilitator: Lincoln Chandler, Ph.D.

MONDAYS, NOV 2, NOV 16, NOV 30 ONLINE

 MATHEMATICS

In a Chicago area school that invests in student supports and celebrates diversity, less than 10% of students violate the code of conduct, yet Black students are three times as likely as white students to incur a violation. What do these statistics look like in your school and how can educators utilize the data to affect policy change? It is essential for educators to review their own school data to understand how seemingly innocuous policies, like a late arrival policy, might impact the student experience. The recent shift to large scale online learning and remote tools has brought even more complexity to the student experience, amplifying the need for a local perspective on how students might navigate these new environments. In this mini-course, teachers will review examples of internal analyses of school data, learn a framework for “data-driven” decision making, and surface barriers and strategies for effective use of data. Teachers of all levels and disciplines are welcome! Examples will be provided for discussion, and teachers are encouraged to bring examples of shareable data from their own practice.

Dr. Lincoln Chandler advises public and private sector leaders on operations strategy, program evaluation, and data use. His work in education began with his dissertation on performance gaps in an elementary school district, and for the last several years, he has been retained as a facilitator of a community-wide committee on school climate and culture. Dr. Chandler holds masters and Ph.D. degrees in applied mathematics from the MIT Operations Research Center, and a BS in Computer and Information Science from Florida A&M University. Prior to launching his own practice (Chandler Decision Services), he was a consultant with McKinsey & Company and the Civic Consulting Alliance, both in Chicago, IL.

Proof Through Play: Exploring Axiomatic Systems and Proof With Games

Facilitators: Philip Dituri, Ph.D., and MƒA Master Teacher Paul Gray

THURSDAYS, JAN 14, JAN 21, JAN 28 ONLINE

MATHEMATICS

Students of all levels have great difficulty learning to justify their claims using deductive reasoning and struggle to generate their own proofs. Tinto (1988) suggests that students even fail to comprehend both the general idea of what proof is and its role in the field of mathematics. According to her research, many secondary school students think proof is used only to verify facts that are already known. But what if we could start over in a simple yet unknown “mathlike” space where we, like most of our students, are novices? The goal of this course is to give teachers a (re)introduction to the structure of mathematical proof and axiomatic systems through playing and strategizing around simple combinatorial games like tic-tac-toe, NIM, sprouts, etc. By starting with structures that teachers/students are familiar with and looking at them through a mathematical lens, we hope to help teachers better understand the nature of mathematical proof and provide them a possible framework for how to approach proof with their students -- all while having fun! The course will involve a mix of synchronous and asynchronous work. This course will appeal to educators who are interested in demystifying proof, exploring the role it plays in mathematics, and thinking critically about the ways our students experience it. Likewise, this course hopes to provide possible activities that teachers of proof could employ with their students.

Dr. Philip Dituri has taught and inspired educators and children for over 20 years. He is currently an educational consultant to various schools and districts and the Director of Education at the not-for-profit Financial Life Cycle Education. He served as a Visiting Professor at Fordham University and was a teacher and mathematics instructional coach at a public school in downtown Manhattan. While in public school, he was a three-time Math for America Master Teacher and a Big Apple Award finalist. Phil has a B.A. in Mathematics from NYU and a Ph.D. in Mathematics Education from Columbia University. His research interests include proof and reasoning, problem solving, collaborative learning, personal finance, and remote learning.

Paul Gray is an MƒA Master Teacher and mathematics teacher at New Design High School in Manhattan.

Psychosocial Capacity Building With a Racial

Justice Lens p Facilitators: Joshua Miller, Ph.D., and Peggy O’Neill, Ph.D.

WEDNESDAYS, SEP 23, OCT 7, OCT 21, NOV 4 ONLINE

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

The dual, interacting pandemics of COVID-19 and structural racism are having an extraordinary impact on NYC’s students. In this course, teachers will explore these ramifications and will learn tools and techniques to support students in their classrooms and school community. Psychosocial capacity building (PCB) focuses on the intersection of students’ social and psychological worlds, using a racial justice framework. In this course, teachers will learn to identify and address the differential impact of COVID-19 and structural oppression on students as well as students’ psychosocial reactions to these dual pandemics. Additionally, they will learn how to use a PCB framework in their schools, and to draw upon international evidence-based practices well utilized in disaster relief that can be adapted to students in schools. There will be an emphasis on resilience and cultural lessons and strengths. The importance of teacher self-care and the ability to teach students selfcare strategies will also be addressed.

Dr. Joshua Miller is a professor of social work at Smith College who specializes in helping individuals and communities to recover from disasters, war, and violence. He also teaches and writes about racism in the United States and what to do about it. He is the author of Psychosocial Capacity Building in Response to Disasters and co-author of Racism in the United States: Implications for the Helping Professions. In addition to his academic work, Miller has responded to, consulted for, and written about many disasters including 9/11, Hurricane Katrina, the Asian tsunami, the Haitian earthquake, armed conflict in Northern Uganda, the Boston Marathon bombing and the elementary school tragedy in Newtown, Conn. He volunteers for a team that offers crisis intervention responses to firefighters, police officers, and emergency medical technicians after tragedies, is a clinician with the Crisis Care Network, and partners with local non-profit organizations when responding to major disasters internationally. Prior to teaching, Miller spent 20 years as a community organizer, family therapist, group worker and researcher, and was the director of public and private nonprofit child and family welfare agencies.

Dr. Peggy O’Neill joined the faculty of Smith College School for Social Work in 2012. Dr. O’Neill has taught across the clinical, Human Behavior & Social Environment and social enterprise administration methods. With several years of experience working with diverse communities facing trauma post-9/11, Dr. O’Neill has worked on co-developing, implementing and evaluating resiliency-based, culturally and linguistically attuned psychoeducational groups and has 25 years of clinical and administrative social work practice in health/mental health care. Dr. O’Neill’s recent publications exemplify her dual commitments to developing evidence-based community interventions that foster resilience in marginalized communities, and developing resources that foster social justice and anti-racism, in particular, in both social work education and community-based services. Most recently, she co-developed the Critical Conversations Model, a dialogic intervention designed to increase capacity to deal directly with the interplay of societal and structural forces of oppression, power, and privilege active interpersonally. Dr. O’Neill received her bachelor’s degree in special education from Boston College, her master’s degree from the Columbia University School of Social Work, and her Ph.D. in clinical social work from New York University.

Queenshenge, Micromoons, and Space Systems

Facilitators: Jacqueline Faherty, Ph.D., and John Russell, Ed.D.

TUESDAYS, NOV 10, NOV 17, NOV 24 ONLINE

SCIENCE

You’ve probably heard of Stonehenge and how the Sun rises past the Heel Stone on the Summer Solstice. Perhaps you’ve heard of Manhattanhenge and how the Sun perfectly sets with the Manhattan grid just a couple of days of the year. But have you heard of Long Island City-henge? Astoria-henge? Williamsburghenge? Understanding our local “henges” and other phenomena such as micromoons and supermoons

provides students the opportunity to wrestle with the content of space systems while applying it to their real lives as New Yorkers. In this course, teachers will spend each session on a common topic within astronomy, including the path of the Sun and the elliptical orbits of the planets, to explore ways that students can apply these topics to their own lives. All materials will be explored remotely and are ready to be adapted for use in the classroom. This course is open to all Earth Science teachers as well as those eager to learn more about astronomy!

Dr. Jacqueline (Jackie) Faherty is a staff scientist and senior educator at the American Museum of Natural History (AMNH). Her research centers on novel techniques for refining the detection and characterization of brown dwarfs, exoplanets, and exoplanet atmospheres. In addition, Jackie is a passionate educator, preparing public programs at AMNH and sharing her love of space with teachers within their Masters of Arts in Teaching program.

John Russell is the Senior Education Researcher at Math for America.

Race as Trauma in Education p Facilitators: Marieke van Woerkom and MƒA Master Teacher Lavonne Hunter

WEDNESDAYS, NOV 18, DEC 2, DEC 9, DEC 16 ONLINE

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

Is race real or imagined? What can we learn from research that centers Blackness and the experience of the oppressed? How do the harm and trauma of slavery persist today? And how do we challenge race, racism, oppression, and privilege in American schools? We will explore these concepts and questions through the eyes of educators and the educated. Working in small and large groups, teachers will have the opportunity to examine components of racial bias, how it operates, as well as the implications and impact they have on our own perceptions, our pedagogical choices, and our practice.

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

Lavonne Hunter is an MƒA Master Teacher and science teacher at CityAs High School in Manhattan.

Restorative and Transformative Practices p Facilitators: MƒA Master Teachers Sage Forbes-Gray and Jamie Munkatchy

THURSDAYS, OCT 29, NOV 12, DEC 3 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

Do you have a passion for social justice, supporting student leadership, and facilitating conflict resolution? In this course, we will examine how restorative and transformative practices can empower students to take ownership of their classroom experiences, both inperson and online. In the first session, we will look at how to build classroom and school communities using pedagogical approaches and activities that develop socio-emotional awareness. The second session will focus on fostering community and relationships through the use of circles, including how to create meaningful circles in a virtual space. And in the final session, we will discuss school-wide implementation and support. All teachers are welcome regardless of their experience with restorative and transformative practices. We will meet teachers where they are as they expand and improve upon existing school-wide restorative justice initiatives or help them initiate new restorative programs.

Sage Forbes-Gray is an MƒA Master Teacher and mathematics teacher at Sunset Park High School in Brooklyn.

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

The Science of (Remote) Learning

Facilitator: Ido Davidesco, Ph.D.

WEDNESDAYS, SEP 16, SEP 30, OCT 14 ONLINE

SCIENCE

The transition to remote instruction raises a variety of instructional challenges, while also offering new learning opportunities. In this mini-course, we will explore how psychology and neuroscience research can inform the way we teach in virtual, face-to-face, and hybrid classrooms. We will begin by examining the cognitive aspects of learning, such as how attention span can fluctuate and how active memory retrieval supports student learning. We will then focus on the emotional aspects of learning and discuss how to address the negative consequences of stress and social isolation on student learning. We will conclude by exploring the social aspects of learning. Specifically, we will examine what research says about collaborative learning and brainstorm ways to facilitate effective group work in virtual and face-to-face environments. This course is open to any teacher interested in the science of learning.

Dr. Ido Davidesco is an Assistant Professor of Learning Sciences at the University of Connecticut. He studies how students learn science in classrooms using portable Electroencephalography (EEG) and eye-tracking technologies. Additionally, he develops and evaluates science curricula, educational software, and professional development for teachers to enhance classroom-based research experiences for students.

The Social Biology of Ants

Facilitators: Lizzie Krisch and Odaelys WalwynPollard, Ph.D.

TUESDAYS, SEP 29, OCT 13, OCT 27 ONLINE

SCIENCE

+ PLEASE NOTE: MOST MATERIALS AND EQUIPMENT WILL BE SHIPPED TO TEACHERS PRIOR TO THE COURSE AND TEACHERS WILL RECEIVE SUPPORT IN HOW TO COLLECT WILD ANTS IN THE FIRST SESSION.

Ants are a fascinating species of study for learning about eusocial behavior and an accessible model

organism to collect, observe, and study in our own homes, neighborhoods, and greenspaces. In this Corner Store Science module, teachers will assemble their own ant enclosures, collect ants from a nearby greenspace, and then care for and observe these ants over time. Emphasis will be placed on the importance of categorization and classification as one style of scientific reasoning that scientists use to better understand the world around them. This system is flexible and customizable for a range of at-home animal behavior experiments, and these activities could be used as an at-home teacher demonstration or even extended as a hands-on experience for students. This course is best suited for life science teachers. As a collaboration with RockEDU, teachers will be expected to share their experiences to help refine and iterate these newly-developed biology resources.

Lizzie Krisch is the Program Coordinator at RockEDU Science Outreach at The Rockefeller University. In this position, Lizzie develops course curricula, co-teaches, manages the RockEDU Incubator Blog, and coordinates social media activity, all in the hopes of fostering an invaluable, sustaining appreciation for scientific exploration among students across New York City and beyond. Prior to joining the RockEDU team, Lizzie achieved her M.A. from Hunter College in Animal Behavior in Conservation. During her time at Hunter, Lizzie developed her master’s thesis on horse cognition, pursued field opportunities in conservation, and taught in the university’s undergraduate psychology department.

Dr. Odaelys Walwyn-Pollard works with RockEDU, Rockefeller University’s Science Outreach Program, as a scientist/educator who’s passionate about teaching and mentoring students in ways that can 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.

Statistics Through Simulations

Facilitators: MƒA Master Teachers Melanie Battles and Douglas Shuman

TUESDAYS, JAN 5, JAN 12, JAN 19 ONLINE

MATHEMATICS

Simulations are ever-prevalent in the world of statistics, where big data and data science have blown up into ubiquitous fields. These fields require a skill set that is being taught more prominently in high school and college, and simulations form much of the foundation of statistical understanding. Simulations allow us to test claims against statistical models by running a series of trials to then generate a conclusion in order to seek truth and knowledge about the world. Teachers in this course will approach high school level probability and statistics through this lens, where we will see examples of how using simulations can help us understand simple probability and also more intractable problems involving binomial, geometric, and normal models. We will see how a simulation led to a breakthrough in the specification of π four centuries ago, and how it is used today, prominently in areas like political polls and sports analytics to predict future outcomes of real-life events. Through simulations, we will explore statistical inference and p-values using physical tools like dice and playing cards, as well as readily available applets, and teachers will leave with a deeper understanding of simulations and how to implement and use them in their classrooms. Since simulation is the result of many individual trials brought together, this course lends itself especially well to a remote environment. Just make sure you have your deck of cards, dice, and coins ready to go!

Melanie Battles and Douglas Shuman are MƒA Master Teachers and mathematics teachers at Brooklyn Technical High School in Brooklyn.

Sundials: Mathematics, Science, Art, and History

Facilitator: MƒA Master Teacher Neil Farley

THURSDAYS, JAN 14, JAN 21, JAN 28 ONLINE

SCIENCE

Long before the Apple Watch, humans relied on the Sun to tell time. In this mini-course we will explore sundials using science, mathematics, art, history, and architecture as a framework to understand these intriguing and elegant devices. In session one, we will investigate the apparent motion of the Sun in order to provide a foundation for session two, in which we will explore how the various types of sundials work and construct our own sundials. In session three, we will discuss the analemma, why sundial time needs to be corrected, and how those corrections are determined. Each session will include breakout groups providing opportunities for teachers to share ideas, activities, or resources they have used in the classroom. We will also use web-based NAAP simulation software developed by the University of Nebraska to investigate these concepts and more. This course is designed for high school math or science teachers, but is also relevant to anyone who has seen a beautiful sundial and wondered how it worked.

Neil Farley is an MƒA Master Teacher and science teacher at The Bronx High School of Science in the Bronx.

Sustainable Design in the STEM Classroom

Facilitators: Zakhia Grant and MƒA Master Teacher Vielca Anglin

THURSDAYS, OCT 1, OCT 15, OCT 29 ONLINE

INQUIRY, PRACTICE, AND LEADERSHIP

How might we utilize problem-based learning (PBL) to engage students in meaningful, student-driven, sustainability-related learning and inspire future change-makers while teaching in a remote or blended classroom? In this mini-course, we will explore how the EcoRise curriculum, resources, and Eco-Audit grant funds can be used to engage K-12 students in

environmental literacy, scientific inquiry, and 21st century skills. Teachers will learn how the studentdriven Eco-Audit Grant process empowers students to solve real-world environmental issues on their campus and in their community, and they will engage in interactive activities and facilitated group dialogue to experience EcoRise’s NGSS-aligned Sustainable Intelligence curriculum. By the end of the course, teachers will use EcoRise’s Design Studio curricula, tailored to meet their content needs, to empower their students to identify specific campus-based or community challenges and design feasible, impactful, place-based solutions.

Zakhia Grant is the Northeast Program Manager for EcoRise and provides professional development to K-12 teachers participating in the Sustainable Intelligence Program in New York, New Jersey, and Massachusetts. She is a geologist and a LEED Green Associate and brings with her more than a decade of experience teaching science and sustainability at both the high school and collegiate levels in NYC. She is passionate about equity and justice in sustainability and environmental education. Zakhia holds a B.A. in Geology from George Washington University and an M.S. in Geology from Bowling Green State University.

Vielca Anglin is an MƒA Master Teacher and science teacher at City-As High School in Manhattan.

Talk Less, Teach More: Using Video to Create a Blended or Flipped Classroom

Facilitators: MƒA Master Teachers Ryan Bittman, Alex Cristando, and Joshua Wickline

THURSDAYS, OCT 15, OCT 29, NOV 12 ONLINE

COMPUTER SCIENCE AND TECHNOLOGY

+ PLEASE NOTE: TEACHERS ARE STRONGLY ENCOURAGED TO HAVE A TABLET FOR EACH SESSION, SUCH AS AN IPAD, ANDROID, OR MICROSOFT TABLET AS EACH SESSION IS FOCUSED ON WORKING DIRECTLY FROM A TABLET.

Now more than ever, we are discovering the power of video as a tool for learning and engagement. Supplemental videos can help support blendedlearning experiences in our classrooms. Teachers can use an iPad or tablet to create and deliver video lessons to enhance instruction ranging from explanatory help videos to a fully flipped classroom. In this course, teachers will be guided through the production of videos, explore different methods of presenting the videos to students, and look at methods for holding students accountable for their video learning. We will use a variety of platforms to guide the course including Explain Everything, Edpuzzle, Google Drive, and Google Classroom.

Ryan Bittman is an MƒA Master Teacher and mathematics teacher at NYC iSchool in Manhattan.

Alex Cristando is an MƒA Master Teacher and mathematics teacher at M.S. 839 in Brooklyn.

Joshua Wickline is an MƒA Master Teacher and science teacher at Talent Unlimited High School in Manhattan.

Teacher, Know Thyself: Upending Racism and

Shaping Change p Facilitator: Pamela Jones

TUESDAYS, JAN 12, JAN 19, JAN 26, FEB 2 ONLINE

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

We have known that “schools are places of racialization” (Patel, 2015), but amidst the COVID-19 pandemic and the centuries’ long devastation perpetrated by racism, this reality has become even more pronounced. Educators are more eager than ever to take up the work of becoming anti-racist and the impulse is to rush to identify strategies that will alter the landscape of our schools. However, lasting change requires us to take a step back and ask the question, “How do we become people who are good at shaping change” (L.A. Tapia, 2020)? In this expanded iteration of the mini-course on racial literacy offered in the spring 2020 semester, we will take a critical eye to the construct of race and ask questions such as, “How were we socialized to talk (or not talk) about race? Why do we think this was the case? How does our racial socialization impact our students and our teaching?” In the first and second sessions, we will explore who we are as racialized beings by unpacking the construct of race against a historical backdrop of white supremacy, racism, and anti-Blackness. In the third session, we will get real about what it means to cultivate the disposition of an interrupter in our schools and in our daily lives. Finally, we will bring it all together by populating our curricula and behavior management systems with antiracism.

Pamela M. Jones, M.S.Ed., M.P.A., is an Advisor and Instructor at Bank Street College. Before joining Bank Street, Pam worked as a learning specialist for grades K and one, and as a third and fifth grade classroom teacher. Pam earned a Master in Public Administration from Columbia University and her Master of Science in Education from Bank Street College of Education. Pam is pursuing her doctorate in literacy at New York University.

Teaching as a Human Endeavor: A Space to Reimagine and Redesign

Facilitator: Kara Imm, Ph.D.

TUESDAYS, SEP 15, SEP 22, SEP 29 ONLINE

INQUIRY, PRACTICE, AND LEADERSHIP

This is not a typical course because these are not typical times. This is not the place to get good ideas for teaching in this new virtual world. Instead, it is a chance to simply make sense of our experiences as teachers and humans with the MƒA community, connect it to others’ experiences (including other moments of teaching in crisis), and begin to frame what is happening to teaching, learning, knowing, and existing. Each session will be framed around a focused question and we will study a shared reading or video together, move into smaller break-out groups to analyze and connect, and come back together for a creative closing moment.

Dr. Kara Imm is a K-12 mathematics educator based in New York City. In her more than 20 year career, she has been a middle and high school math teacher, staff developer, leadership coach, and teacher education faculty. In her current role with Math in the City (City College, The City University of New York) she designs and leads site-based professional development for teacher teams and leaders, with the goal of developing inclusive math communities across the country and internationally. At MƒA, Kara has been invited to design and lead over 20 courses including design thinking, mathematical routines, models and modeling, developing a coaching practice, and early algebra. Kara

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

Trauma-Informed Teaching Practices p Facilitator: Savanna Flakes

WEDNESDAYS, OCT 14, OCT 28, NOV 4 ONLINE

INQUIRY, PRACTICE, AND LEADERSHIP

Trauma is a word, not a life sentence. Schools have an important role to play in providing stability and a safe space for ALL children. This mini-course is designed to help educators develop skills and strategies to support students who have experienced trauma. Educators will examine current research about traumainformed learning environments and gather evidencebased practices that promote student learning and interpersonal skills for coping with trauma. In the first session, teachers will describe the effects of trauma on the brain and how it impacts learning and behavior. Next, teachers will identify and adopt characteristics of trauma-informed classroom environments such as the development of strong relationships. In the final session, teachers will explore how classrooms that build student resilience and self-regulation can support students with trauma. By adopting a traumainformed approach, our commitment can change the life trajectory of vulnerable students and benefit ALL students.

Savanna Flakes is a National Board Certified Teacher and an education consultant specializing in differentiation, inclusion, co-teaching, Universal Design for Learning, and educational technology. Her prior instructional leadership roles include manager of professional learning, master educator, technology integration specialist, professor, and inclusion instructional specialist - coaching administrators and teachers on effective inclusive and instructional practices. Savanna holds an Educational Specialist degree from the University of Virginia in curriculum and instruction, a post-master’s certificate from George Washington University in leadership and administration, and certifications in social-emotional learning, trauma, mindfulness, and emotional intelligence.

Utilizing Games and Puzzles to Improve Mathematical Habits of Mind

Facilitator: Anne Burgunder

MONDAYS, SEP 21, OCT 5, OCT 19 ONLINE

MATHEMATICS

According to findings across multiple research disciplines, spatial reasoning appears to be critically important to a student’s academic success and mathematical ability. And yet, it is not a central focus of mathematics curriculum. In this course, classic problems, like the Staircase Problem, are turned into puzzle-like investigations. With the use of online applications that will be provided during each session, teachers will investigate some of the foundations of number theory and discrete mathematics that can be accessed in a play-like investigative manner for elementary school students, as well as older, more mature students. In addition, we will discuss the benefits of engaging students in experiences of this type. The games and puzzles themselves are appropriate for upper elementary and middle school students but can be scaled up for high school.

Anne Burgunder is widely regarded as a teacher’s teacher. Currently, she is a clinical faculty member of New York University’s Steinhardt School of Education where she teaches mathematics methods courses and mentors student teachers in the field. Anne’s wide-ranging experience makes her a true mentor to new and seasoned teachers alike. She is dedicated to helping teachers increase student achievement through improved instruction and the development of pedagogical content knowledge.

You Want Me to Teach Physics??

Facilitators: MƒA Master Teachers Jared Jax, Ed.D., and Marieke Thomas

THURSDAYS, SEP 17, OCT 1, OCT 15 ONLINE

SCIENCE

Are you teaching physics for the first time or outside of your license area? In this mini-course, we aim to support these teachers, as well as anyone who wants to brush up on their physics knowledge, by discussing core ideas in physics and common student misconceptions. The first session will focus on kinematics and projectiles, the second session will focus on forces and energy, and the third session will focus on labs and demos, including experiments that students can perform at home. All sessions will contain an overview of key ideas, followed by collaborative work to solve problems and discuss conceptual questions, and conclude with a wholegroup discussion. This course is primarily intended for non-physics majors who teach a section of physics as well middle school physical science teachers.

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

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