Mini-Courses

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

Agile Teacher Thinking for Inclusive Classrooms

p Facilitator: Rhonda Bondie, Ph.D.

TUESDAYS, NOV 22, NOV 29, DEC 6

MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

As teachers, we spontaneously solve problems and engage students learning at very different rates on our feet as learning unfolds. In split seconds, our decisions impact students’ learning, and therefore, we need thinking strategies to make more effective teaching decisions and manage our biases. In this mini-course, we will practice making rapid, culturally affirming teaching decisions that leverage student strengths while attending to diverse learning needs. We will develop agile thinking strategies and skills through paper-based board games and the latest augmented technologies. We will take away 1). practical All Learners Learning Every Day (ALL-ED) routines that increase teacher time for learning from students and critical thinking during daily lessons, 2). a deeper understanding of how to apply research on learning, motivation, and culturally responsive and sustaining pedagogy to daily practice, and 3). increased agile thinking skills—the ability to rapidly perceive, imagine, and analyze teaching and learning during planning and daily practice. This mini-course is for teachers of all grades and subjects who are new or old friends of ALL-ED.

Dr. Rhonda Bondie is an associate professor in special education at Hunter College where she directs the Learning Lab. She enjoyed being a classroom teacher and administrator in public schools for over twenty years. Rhonda’s co-authored book, Differentiated Instruction Made Practical is used by teachers in more than 30 countries. Teachers can access a variety of free teaching routines and materials at her website: http://alled.org.

A Brief History of the Universe: From the Big Bang to Today

Facilitators: MƒA Master Teacher Josh Ilany and MƒA Early Career Teacher Conor Hunt

TUESDAYS, NOV 22, NOV 29, DEC 6

MƒA  SCIENCE

The renowned physicist John Archibald Wheeler once wrote, “the past has no existence except as it is recorded in the present.” How, then, are the origins and development of the universe recorded in our observations of it today? Until just 100 years ago, the Milky Way Galaxy was thought to be the whole of an eternal, static universe. Today, we know there are hundreds of billions of galaxies, clumped together along cosmic filaments of dark matter, in a universe being driven apart by dark energy. In this mini-course, we will explore how our understanding of the origins of the universe have evolved in the past century. The first session will be an overview of the current state of the Big Bang model of cosmology and an exploration of its early development. In session two, we’ll delve into the enigmatic nature of dark matter and dark energy and how they relate to the evolution of the universe. In our final session, we will focus on some prominent loose ends of cosmology, including baryon asymmetry, the horizon problem, and more. Along the way, we’ll also discuss how some of these topics can be adapted for use in our classrooms. This course is best suited for high school physics teachers, but anyone interested in learning more about the history of the universe is welcome.

Joshua Ilany is an MƒA Master Teacher and science teacher at The Bronx High School of Science in Bronx.

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

Build Your Own Electric Vehicle!: Renewable Energy With Engineering Tomorrow

Facilitators: Joanna Caudle, Milton Davis, and Edgar Martinez

WEDNESDAYS, OCT 12, OCT 26, NOV 9

MƒA & ONLINE  SCIENCE + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSION 1 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2 AND 3 WILL TAKE PLACE VIRTUALLY.

Do you own an electric vehicle (EV), wish to own one, or just want to learn how they work? Then join Engineering Tomorrow (ET) to learn about the history and future of electric vehicles and—get this—build your own! In this mini-course, teachers will put on their student hats to explore three ET renewable energy labs. In session one, we will meet in person to explore the history, development, and design of EVs and build our own using a solar cell. In session two, we will discuss the global need for renewable energy sources as we engage with a solar and wind power lab. In our final session, we will learn about the basic structure of an electrical power grid and the impact of renewable energy sources. Throughout the process, teachers will be guided by engineers and supported with NGSS-aligned teacher guides and interactive student workbooks. At the end of the course, ET will send your students kits to build their own EVs and schedule Zoom sessions with your class where engineers and future engineers introduce the lab content, support the students with their design challenges, and provide direct feedback on students’ engineered solutions, all for FREE. While all STEM teachers love the EV lab, this course is particularly applicable for high school physics and chemistry teachers.

Joanna Caudle spent the first half of her career as an engineer with the Bechtel Corporation where she designed and oversaw the construction and startup of power projects in the U.S. and abroad. She holds a B.S. in Physics from the University of the South in Sewanee, Tennessee and a BME from Georgia Institute of Technology in Atlanta, Georgia. After a rewarding engineering career, Joanna transitioned to teaching in 2002 and has taught physics and exploratory engineering at the Stone Ridge School of the Sacred Heart in Rockville, Maryland, where she also serves as the chair of the science department and the STEM Program Coordinator.

Milton Davis began his engineering career at Goddard Space Flight Center as a Pathways Student in 2000 working with the Navigation and Mission Design and Components and Hardware Systems branches. Milton serves as the National Society of Black Engineers (NSBE) Greenbelt Space Chapter (GSC) President. He holds a B.S. in Aerospace Engineering from Purdue University, a Master’s in Project Management from Johns Hopkins University, and is completing a Master’s in Robotics from Johns Hopkins University.

Edgar Martinez has eight years of teaching experience in mathematics, physics, and engineering in grades 7-12. Prior to teaching, Edgar worked for John P. Picone, Inc. as a project engineer and assistant project manager on several multi-million dollar rehabilitation contracts owned by the NYC DEP. He also tenured for Skanska USA in their Underpinning and Foundation Division working on geotechnical projects in the tri-state area. Edgar holds a B.S. from the Fu Foundation School of Engineering and Applied Science of Columbia University. He is an NY EIT.

Ciphers Through the Ages

Facilitators: MƒA Master Teachers Lisa Asher and Lauren Friedman

WEDNESDAYS, DEC 7, DEC 14, DEC 21

MƒA  MATHEMATICS

When you were a kid, did you have a decoder ring or want to be a spy? Join us as we learn all about ciphers. Ciphers are algorithms performed on individual or small chunks of letters for encryption or decryption. While it may seem a relatively simple concept, ciphers play a crucial role in modern technology. They are an exciting way to blend mathematics, computer science, and real-life applications. In this course, teachers will explore various ciphers, including Caesar, Vigenère, Affine, and Multiplicative Ciphers using mathematical concepts including modulo arithmetic, inverses, and matrices. Teachers will leave with a better understanding of ciphers, ways to incorporate them into their curriculum, and classroom-ready activities for all ages. This course is open to all teachers as no prior knowledge is required.

Lauren Friedman is an MƒA Master Teacher and mathematics teacher at Susan E. Wagner High School in Staten Island.

Citizen Science: Measure the Health of the Bronx River With Macroinvertebrates

Facilitators: MƒA Master Teacher Huan Wang and MƒA Early Career Teacher Justin Grimm-Greenblatt

WEDNESDAYS, SEP 28, OCT 12

MƒA & OFFSITE  SCIENCE + PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE. SESSION 1 WILL TAKE PLACE IN THE FIELD AND SESSION 2 WILL TAKE PLACE IN-PERSON AT MƒA.

Do you want to empower your students to become environmental stewards and activists, incorporate citizen science into your curriculum, and get your students out into their local environment? If so, join us as we investigate the health of the Bronx River and learn about the environmental and historical relevance of this green space. In session one, we will meet at River Park to assess the river’s water quality and to collect and observe macroinvertebrates. In session two, we’ll continue our work at MƒA as we analyze our data, discuss the importance of networking with community-based organizations, and begin planning how to incorporate this work into our curricula. We will also consider the historical and social context of the Bronx River ecosystem. This course is best suited for middle and high school life science, environmental science, and chemistry teachers, but anyone interested in citizen science fieldwork and using authentic data in the classroom is welcome.

Huan Wang is an MƒA Master Teacher and science teacher at E.S.M.T- I.S. 190 in Bronx.

Justin Grimm-Greenblatt is an MƒA Early Career Teacher and science teacher at Urban Assembly Maker Academy in Manhattan.

Climate Change: An Anchor for Your Energy Unit in Physics

Facilitators: MƒA Master Teachers Seth GuiñalsKupperman and Elissa Levy

THURSDAYS, OCT 13, OCT 20, OCT 27

MƒA  SCIENCE

How can we teach energy types and energy transfer in a way that centers on climate change? The underlying concepts of climate change are already embedded in our physics curricula, but it’s up to us to help students put the pieces together. In session one, we’ll focus on student-driven models of the greenhouse effect, which require us to revisit our definition of “heat” and to make energy charts for the Sun-Earth-space system. Next, we’ll connect canonical forms of energy (e.g. chemical or kinetic) to traditional definitions of energy resources (e.g. coal or wind), culminating in conversations about the carbon cycle and net new carbon. We’ll conclude in session three by looking toward the future, exploring the C-ROADS and En-ROADS climate simulations, and developing action-oriented projects that empower students to make lasting change. In each session, we will approach the work from both a student and teacher lens to think through modifications needed for our classrooms. This course is best suited for high school physics and Earth Science teachers, although the materials could be adapted for chemistry or middle school physical science classes as well.

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

Elissa Levy is an MƒA Early Career Teacher and science teacher at The High School for Climate Justice in Manhattan.

Continuing With Arduinos

Facilitators: MƒA Master Teachers Marieke Thomas and Andrew Wallace

WEDNESDAYS, NOV 2, NOV 16, NOV 30

MƒA  COMPUTER SCIENCE AND TECHNOLOGY

Have you explored the basics of Arduinos and want to learn about and practice with new components? Join us to further develop your Arduino skills and confidently bring them back to your classroom. Teachers will collaboratively work to complete handson challenges as they learn to make things move with motors; record data with shields, sensors, and Arduino Science Journal; and communicate with LCD screens and infrared remotes. This course is best suited for teachers who have already taken a “Getting Started With Arduinos” course at MƒA or have basic experience with Arduinos.

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

Andrew Wallace is an MƒA Master Teacher and science teacher at World View High School in Bronx.

Data-Driven Climate Justice With EcoRise

Facilitator: Zakhia Grant

THURSDAYS, OCT 27, NOV 3, NOV 10

MƒA & ONLINE  SCIENCE + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSION 1 WILL TAKE PLACE VIRTUALLY AND SESSIONS 2 AND 3 WILL TAKE PLACE IN-PERSON AT MƒA.

Geographic information systems (GIS) mapping helps us understand patterns and relationships within a geographic context. GIS is used in virtually every field and can make data come “alive” for your students. Join us as we discover GIS, explore EcoRise resources, and learn strategies to inspire students to act by giving them the skills needed to design solutions to environmental issues within their communities. In session one, we will begin with an introduction to environmental justice issues as we discuss and try out hands-on activities from the EcoRise curriculum. In session two, we’ll delve deeper by examining how EcoRise resources related to climate data, GIS mapping, and climate justice can shape students’ understanding of the causes and impact of climate change within their community. In our final session, teachers will learn how to support student climate action at their schools; through the creation of datadriven policy or by applying for a student-driven EcoAudit grant. This course is best for middle and high school life science, environmental science, and Earth Science teachers.

Zakhia Grant is the Senior Program Manager for EcoRise and provides professional development to K-12 teachers participating in the Sustainable Intelligence Program in New York, New Jersey, Massachusetts, and Georgia. She is a geologist and a LEED Green Associate and brings 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.

Desmos Activity Builder for Advanced Users

Facilitators: MƒA Master Teachers Matt Baker and Deb Barnum

THURSDAYS, DEC 1, DEC 8, DEC 22

MƒA  MATHEMATICS

How might we use Desmos Activity Builder to improve classroom engagement? In this mini-course, teachers will deepen their existing knowledge of Desmos Activity Builder, both in programming and instruction. Each session will focus on a specific skill to learn how it is used, create and troubleshoot our own activities using the skill in focus, and then discuss how to teach these activities most effectively. This course will give teachers already familiar with Desmos Activity Builder an opportunity to hone their knowledge, collaborate with peers on projects and activities, and troubleshoot with a group of experienced Desmos Activity Builder users.

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

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

Desmos Activity Builder for Beginners

Facilitators: MƒA Master Teachers Patricia Yee and Mehmet Zubaroglu

TUESDAYS, OCT 11, OCT 18

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

Are you interested in utilizing Desmos to design interactive lessons and activities to engage and support your students? Join us in this introduction to Desmos’ free Activity Builder platform as we develop unique activities and uncover how Desmos can support student autonomy and choice, foster class discussion, and aid in sharing student work. We will use preexisting Desmos activities as a starting point to create and modify our own. We will also learn to create slides for text responses, card sorts, multiple-choice questions, and more. We will spend each session designing, developing, and critiquing our Desmos activities. This course is open to all teachers new to Desmos Activity Builder.

Patricia Yee is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.

Mehmet Zubaroglu is an MƒA Master Teacher and mathematics teacher at International High School at Union Square in Manhattan.

Developing a Math Tools Center That Works: Why

and How? p Facilitators: MƒA Master Teachers Lauren Anderson and Kyla MacDonald

WEDNESDAYS, NOV 30, JAN 4

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

How might we create a dedicated space in our classrooms for mathematics tools that enhance understanding and cultivate student autonomy? In this two session mini-course, we will learn how manipulatives enhance student understanding, explore how mathematics tool centers can support student independence, and discuss how to facilitate their use. Together, we will work to create a designated classroom space for students to recognize and selfselect the tools needed to support them in their mathematics learning and problem-solving. Teachers will try it out in their classrooms between sessions and then come back together to share and reflect on their experiences. Teachers will leave ready to build on their math tools center. This course is best suited for teachers of grades 3-8.

Lauren Anderson and Kyla MacDonald are MƒA Master Teachers and mathematics teachers at P.S. 321 William Penn in Brooklyn.

The Earth at Fault: What Does Seismology Teach Us?

Facilitator: John Russell, Ed.D.

TUESDAYS, OCT 18, OCT 25, NOV 1

MƒA  SCIENCE

In 2017, North Korea tested a nuclear bomb and the first people who knew about it were not politicians or news anchors, but seismologists! How did these seismologists know? By examining seismographs, scientists can uncover the hows and whys of earthshaking events. In collaboration with the Incorporated Research Institutions for Seismology (IRIS), we will spend each session going beyond the P and S wave arrival times to understand how scientists use seismographs and earthquakes to provide us with a wide variety of information, including the repercussions of fracking, the discovery of plate tectonics, and our current understanding of the structure of the Earth. We will do this by using some traditional techniques (hello stereonet!) and also by exploring publicly available real-life datasets, all of which teachers can utilize in their own classrooms. This course is open to all Earth Science teachers as well as those eager to learn more about seismology.

Dr. John Russell is the Associate Director for Quantitative Analysis at EL Education, where he works to generate (and answer!) research questions that support practitioners in Expeditionary Learning schools nationwide. John also serves on the faculty of the American Museum of Natural History, where his courses advance Earth Science content knowledge and the ways in which we teach that content in the classroom. Before EL Education, he was a Program Officer and Senior Education Researcher at MƒA, as well as a former Master Teacher. John earned his Ed.D. in science education from Teachers College at Columbia University.

Embracing the Mathematical Strengths of ALL

Learners p Facilitator: Dorothy White, Ph.D.

MONDAYS, SEP 19, OCT 3, OCT 17

ONLINE  MATHEMATICS

Every student has mathematical strengths beyond knowing basic facts, solving problems quickly, or showing work clearly. Mathematical strengths include explaining ideas to others, noticing and describing patterns, paying attention to detail, and taking risks

to contribute ideas. By recognizing and valuing the strengths and contributions of every student, we empower them to see themselves as mathematical thinkers and doers. In this course, teachers will broaden their understanding and use of mathematical strengths. First, teachers will engage in group tasks to explore the different mathematical strengths they use to solve problems with peers. Then, teachers will reflect on their classroom practices as we discuss strategies to identify and acknowledge students’ strengths in the classroom. Teachers will also design an activity to gather data on the mathematical strengths of their students. Finally, teachers will share their findings and plan ways to incorporate their students’ strengths into their lesson plans and classroom interactions. Throughout the course, teachers will discuss strategies to support the development of students’ positive mathematics identities as they learn to name their mathematical strengths and those of their peers. This course is open to all mathematics teachers.

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 Pre-K-8 classroom teachers at the local, state, and national levels.

Escaping Reality With AFrame.io

Facilitators: MƒA Master Teachers Renne Castro and Greg Sciame

TUESDAYS, NOV 22, DEC 6, DEC 20

ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

Have you ever felt the need to escape reality but didn’t know where to go? During these historic times, virtual reality allows you to envision the world you want. In this mini-course, teachers will create immersive and interactive virtual reality worlds using the AFrame library. Unlike libraries that require extensive programming knowledge, AFrame uses HTML and JavaScript to create 3D worlds accessible through any web browser. Virtual reality is an exciting medium to bring content to life at all grade levels. Teachers start their exploration by creating static virtual reality worlds using HTML and then progress to using JavaScript to create dynamic and interactive content. This course is ideal for teachers familiar with HTML and JavaScript, but the content provided can be scaled to meet individual levels of knowledge and interests.

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

Greg Sciame is an MƒA Master Teacher and computer science teacher at I.S. 318 Eugenio Maria De Hostos in Brooklyn.

Exploring the Geology and Geography of Northern Manhattan and the Bronx

Facilitators: Steven Jaret, Ph.D., and MƒA Master Teachers Constance Giannakakis and Gloria Nicodemi

WEDNESDAYS, SEP 21, SEP 28, OCT 12

MƒA & OFFLINE  SCIENCE + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 2 WILL TAKE PLACE OFFSITE. SESSION 3 WILL TAKE PLACE VIRTUALLY.

How does New York City’s geology affect its topography? Join us as we explore and link geological features and landforms to the greater topography and geologic history of New York City. In our first two sessions, we will visit Isham and Inwood Parks as well as Orchard Beach, discuss how we can use these landscapes to help our students better understand what their city is built upon, and uncover how its geologic features came to be. We will spend our last session indoors as we apply our field data to topographic maps and historical data of the area to design NGSS-aligned and phenomenon-based Earth Science learning experiences. This course is best suited for Earth Science teachers who want to dig deeper and get their students out of the classroom and into their local environment.

Dr. Steven Jaret is a geologist at the American Museum of Natural History working in Earth and Planetary Sciences and is faculty in their Master of Arts in Teaching (Earth Science) program. He holds a Ph.D. in geosciences from Stony Brook University, a master’s in geology from Harvard University, and a bachelor’s in geology from the University of Tennessee, Knoxville. Steven’s research focuses on the geology and geochemistry of New York City and broader New England as well as planetary geology, where he studies the effects of meteorite impacts on the Earth.

Constance Giannakakis is an MƒA Master Teacher and science teacher at High School for Construction Trades, Engineering and Architecture in Queens.

Gloria Nicodemi is an MƒA Master Teacher and science teacher at EastWest School of International Studies in Queens.

Fun With Factorials

Facilitator: MƒA Master Teacher Alexander Lord, Ed.D.

THURSDAYS, OCT 13, OCT 20, OCT 27

ONLINE  MATHEMATICS

Factorials play an essential role in the mathematics our students learn, yet they are rarely studied for their unique and complex properties. In this minicourse, we will collaboratively explore extensions of the factorial function to rational and imaginary values by introducing the fascinating gamma function. First, we will warm up with some factorial problems and explore factorial variants, including double factorial and primorial. Then, we will examine Euler’s gamma function and its relation to factorials. Finally, we will discuss how to find the derivative of the factorial function and extensions of the gamma function. This course is open to all mathematics teachers. We will review concepts from multivariable calculus as needed.

Dr. Alexander Lord is an MƒA Master Teacher and mathematics teacher at Francis Lewis High School in Queens.

Fun With Fungi: Growth and Experimentation With Wild Yeast

Facilitator: Jeanne Garbarino, Ph.D.

THURSDAYS, DEC 1, DEC 8, DEC 22

MƒA  SCIENCE

Multicellular life forms—such as plants and animals— have existed in symbiotic relationships with microbes throughout the course of evolution. While humans may not have always appreciated the scientific nature of this symbiosis, they have exploited microbial community dynamics for thousands of years through the fermentation, and thus preservation, of food. In this course, we will safely culture wild yeast that live in symbiosis with plants and flowers found outside our homes or from familiar food products easily obtained from the supermarket. From there, we will discuss ways students can conduct more traditional experiments such as growth assays with our homegrown yeast.

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

Game-Based Learning: An Introduction

Facilitators: MƒA Master Teachers Phylicia Hoyt and Kate Litman

TUESDAYS, JAN 3, JAN 10, JAN 17

MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

Do you want to energize your classroom? Do you think kids learn best through play? Do you want to explore the benefits of game-based learning while learning how to design games for your content area? Look no further! In this mini-course, teachers will explore the games Spot It! (a.k.a. Dobble) and Codenames to unpack each game’s core mechanics and components. Then, teachers will use the design process to design their own playable decks. Finally, they will participate in a game jam where colleagues will play each other’s games to give constructive and actionable feedback. Each session will be highly interactive, fun, and educational. This course is open to teachers of all content areas and levels and best suited to those with a creative mindset and playful spirit.

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

Geometric Construction: Making Dynamic Sculptures

Facilitators: MƒA Master Teachers Saida Atmaca and Quratul Waqas

TUESDAYS, OCT 11, OCT 18, OCT 25

MƒA  MATHEMATICS

Have you ever constructed a moving sculpture? In this mini-course, we will explore and build 3D sculptures, including a hexaflexagon (a paper hexagon whose sides flex, revealing more surfaces than a standard hexagon would), a kaleidocycle (a ring of tetrahedrons that rotate and move in a spellbinding way), soma cubes (akin to 3D tangrams), infinity cubes, spiral cubes, and more. As we construct, we will bring our prior knowledge and experience to the table as we collaborate to work through a handful of challenges, make connections to algebra and geometry, and discuss ways to engage and enrich our middle and high school mathematics classrooms.

Saida Atmaca is an MƒA Master Teacher and mathematics teacher at P.S. 049 Dorothy Bonawit Kole in Queens.

Quratul Waqas is an MƒA Master Teacher and mathematics teacher at I.S. 230 in Jackson Heights.

Get Rhythm: The Mathematics, Art, and History of

Humanity’s Oldest Artform p Facilitators: MƒA Master Teachers Jay Lang, Sam Williams, and Rachel Woolley

WEDNESDAYS, JAN 11, JAN 18, JAN 25

MƒA  MATHEMATICS

This course will take a multi-dimensional look at rhythm to develop a set of culturally responsive lessons and activities scalable to any mathematics classroom. We will investigate how rhythm relates to mathematical thinking and symbolic representation, serves as a living historical artifact of colonialism, slavery, and the African diaspora, and reinforces cultural identity. We will also explore how the mind’s natural ability to sense patterns opens a doorway to things as complex as fractional addition, factoring, and modular arithmetic. Expect some call and response activity and much practice as we seek to model the vibrancy of a typical New York City classroom. Teachers of all grades are welcome, especially those willing to play a simple rhythm instrument. You may also bring your own instruments.

Jay Lang and Sam Williams are MƒA Master Teachers and mathematics teachers at Curtis High School in Staten Island.

Rachel Woolley is an MƒA Master Teacher and mathematics teacher at P.S. 139 Alexine A. Fenty in Brooklyn.

GMOs: The More You Know - Are My Doritos Genetically Modified?

Facilitators: Kelsie Anson, Ph.D., and MƒA Master Teacher Sabrina Miller

WEDNESDAYS, OCT 12, OCT 19, OCT 26

OFFSITE  SCIENCE + PLEASE NOTE: ALL THREE SESSIONS WILL TAKE PLACE AT THE DNA LEARNING CENTER AT THE NEW YORK CITY COLLEGE OF TECHNOLOGY (CITY TECH) IN BROOKLYN.

Farmers have been selectively breeding crops for millennia, but the 1990s brought about a new way to modify crops: genetic engineering. With advances in genetic technology, most corn, soy, and cotton grown in the United States are now genetically engineered

for herbicide resistance, while other crops have been modified for pest resistance or drought tolerance. Despite the advantages of genetic engineering, the use of genetic modification in agriculture remains a hotly contested topic. In this mini-course, we’ll discuss the history and implications of genetically modifying our food supply and learn how to identify a single transgene within a plant’s genome. Teachers will isolate DNA from common snack foods and perform PCR to determine whether the foods contain genetically modified components. We will also discuss how to adapt or implement this lab in your classroom and options for bringing your class to the DNA Learning Center.

Dr. Kelsie Anson is an Educator at the DNALC NYC, an operating unit of Cold Spring Harbor Laboratory’s DNA Learning Center. Dr. Anson is formally trained as a biochemist, earning her Ph.D. in Biochemistry from the University of Colorado Boulder.

Sabrina Miller is is an MƒA Master Teacher and science teacher at East Side Community in Manhattan.

Great Diseases With Tufts: Understanding

Bioethics Through the Lens of History p Facilitator: Revati Masilamani, Ph.D.

WEDNESDAYS, NOV 30, DEC 7, DEC 14

MƒA & ONLINE  SCIENCE + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 3 WILL TAKE PLACE VIRTUALLY. SESSION 2 WILL TAKE PLACE INPERSON AT MƒA.

These past few years have been a stark reminder of why scientific trust and health literacy are critical to individual well-being and a more equitable society. In this mini-course, we will explore an immersive case study highlighting the damaging consequences of 1980s research on the causes of type 2 diabetes in a vulnerable population. First, teachers will learn more about the historical context and details of the study. Then, we’ll examine some of the original documents from the lens of study participants and explore powerful first-hand accounts of participants’ experiences. Finally, we’ll discuss what regulation of medical research and consent look like today. Join us as we journey through the landmark changes this case brought about as we explore fundamental ideas such as trust in science, cross-cultural sensitivity, and understanding the ethical principles involved in informed consent and the protection of study participants. Teachers will also learn how to integrate authentic scientific practices such as experimental design, data analysis, and evidence-based reasoning. All middle and high school life science teachers who want to empower their students to become effective advocates for their health and agents of change in their communities are welcome.

Dr. Revati Masilamani is the Director of the Great Diseases program at The Center for Science Education at Tufts University School of Medicine. The Great Diseases is a suite of health and disease-focused curricula that brings cutting-edge biomedical science and hands-on critical thinking into high school classrooms. Dr. Masilamani is an immunologist and microbiologist by training, and her work aims to improve scientific engagement and health literacy in young adults via teacher learning and professional development.

Guiding Your Students Through StudentDesigned Experiments

Facilitator: Kristen Dotti

TUESDAYS, OCT 11, OCT 18, OCT 25, NOV 1

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

Are you stumped on how to conduct meaningful investigations and data analysis with your students? It’s actually easier than you might imagine! The goal of this mini-course is for teachers to explore methods to help their students design and conduct authentic data-driven investigations. Throughout this course, you will play the role of the student to experience scientific inquiry firsthand while learning the framework for leading your own students. In session one, you will learn how to build curiosity by exploring a phenomenon, collecting observations, and selecting 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 jigsaw fashion so everyone benefits from the knowledge acquired by each individual. In our final session, we will brainstorm ideas for initiating this process so students never run out of ways to generate and collect data. The techniques shared will help you engage your students in exploration, observation, data collection, and analysis for use 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.

High Tech, Low Tech, No Tech: Project-Based Learning and Design Thinking

Facilitators: MƒA Master Teachers Everton Henriques and Jared Jax, Ph.D.

WEDNESDAYS, OCT 19, OCT 26, NOV 2

MƒA  COMPUTER SCIENCE AND TECHNOLOGY

Are you looking for new and innovative ways to incorporate and structure hands-on, project-based learning (PBL) in your STEM classroom? This course will offer ways to integrate PBL within STEM subjects, whether you have no access to technology, a fully functioning makerspace, or something in-between. Join us as we share best practices for structuring a PBL approach to teaching and learning. We will use simulated environments, hands-on equipment such as Arduinos and breadboards, and traditional consumables like wood and glue to design and create classroom-ready projects. Additionally, we will discuss Design Thinking, which focuses on promoting creative problem-solving in the project cycle and using feedback to refine ideas. To close out the course, we will work in teams to iterate on one of the PBL units shared to adapt it to each of our unique classroom settings. This course is designed primarily for STEM teachers of grades 6-12.

Everton Henriques and Dr. Jared Jax are MƒA Master Teachers and science teachers at Staten Island Technical High School in Staten Island.

Implementing and Evaluating Mindfulness

Practice in Your STEM Classroom p Facilitators: Simone Ousset Kuranishi and MƒA Master Teacher Erika Stafne

THURSDAYS, OCT 6, OCT 13, OCT 20

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. Mindfulness practice is an effective SocialEmotional Learning (SEL) strategy to promote student and staff well-being. Mindfulness practice supports “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. In each session, educators will engage in mindfulness practices and have time to practice, reflect, create tools, and set specific goals for their classroom. We will also collaboratively reflect on glows and grows and strategize ways to improve our practices. This course is open to 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 dance and mindfulness educator on Long Island.

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

An Introduction to Boolean Algebra

Facilitator: MƒA Master Teacher Jeff Reeder

TUESDAYS, JAN 3, JAN 10, JAN 17

ONLINE  MATHEMATICS

Did you know that 1 + 1 = 1? Well, not always, but in the world of Boolean Algebra, it’s true! Boolean Algebra is the mathematical basis for modern computing. In addition to its importance in computing, Boolean Algebra has fascinating implications in logic. This interactive mini-course will start with the basics, such as operators and how Boolean functions work. We will then learn how to turn those functions into circuits. Finally, we will use our knowledge to explore one of the fundamental applications of Boolean Algebra: circuit optimization! We will examine the interplay between logic and Boolean Algebra throughout the course. The course requires no prior knowledge and is accessible to all.

Introduction to Python Programming

Facilitators: MƒA Master Teachers Alex Duff and Andrew O’Grady, Ph.D.

WEDNESDAYS, SEP 21, SEP 28, OCT 12, OCT 19

ONLINE  COMPUTER SCIENCE AND TECHNOLOGY + PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.

Python is a computer language that is both easy to learn and easy to teach. Many professional programmers use python as it is known for its readability. During this course, teachers will be grouped based on their skill level and interest as they learn concepts in Python through lessons and exercises, explore online resources available to the Python community, and leave with ideas for scalable Python projects. There is no prerequisite knowledge for this course—just an interest in learning to program. While this course is for Computer Science teachers interested in learning how to teach a class or unit in Python, any STEM teacher wishing to learn Python is welcome to attend!

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

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

Investigating Inheritance, Gene Expression, and Genetic Medicine With HHMI

Facilitators: Kate Fisher and Valerie May

WEDNESDAYS, NOV 2, NOV 16

ONLINE  SCIENCE + PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE WITH ~30 MINUTES OF ASYNCHRONOUS WORK.

To understand genetic diseases and their 21stcentury treatments, students need to understand both the central dogma and classical genetics. In this mini-course, teachers will investigate free HHMI BioInteractive resources to help their students

understand genetics and molecular biology concepts, including how recent discoveries have led to novel ways of treating genetic diseases. In session one, we will use Leber congenital amaurosis (LCA), an inherited form of blindness, to explore the molecular basis of phenotype and genotype. We’ll examine pedigrees to determine the inheritance pattern of LCA, investigate how mutations result in vision loss, and discuss how gene therapy is used to treat the disease. In session two, we’ll review the central dogma and build on our understanding of gene expression as we work in small groups to explain how genetic medicine and CRISPR are currently being used to treat inherited diseases. Throughout, teachers will have time to reflect on and discuss how to apply the content and resources to their classrooms. This course is best for introductory and advanced high school biology teachers, and middle school life science teachers are also welcome.

Kate Fisher has taught biology and AP Biology for two decades at Oregon City High School, a large comprehensive public high school in Oregon City, Oregon. She loves the daily challenge of harnessing her students’ curiosity about the natural world and encouraging them to see connections between their lives and the world around them. When she’s not teaching, she enjoys exploring the outdoors with her family.

Valerie May teaches at the Woodstock Academy, an independent, rural Connecticut school that serves students from six small public school districts. Val enjoys working with teachers across the country in professional development workshops, sharing what works in her classroom, and learning from their experiences. Traveling the world with her husband and son brings her joy, as does completing a challenging jigsaw puzzle on the coffee table at home.

Mastery vs. Metacognition in Computer Science

Facilitators: Jeff Olson and Taylor Want

MONDAYS, NOV 14, NOV 21, NOV 28

ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

Student feedback and self-reported data can be a powerful tool to drive student skill development, motivation, and inclusion in the computer science classroom. While mastery data is a powerful tool, it can paint an incomplete picture of students’ learning process and the likelihood of their continued persistence; knowing that a student is struggling to master material doesn’t tell you how to help them succeed. In this mini-course, we’ll explore why, how, and when to use student feedback and self-reported data and best practices for analyzing and responding to it. We’ll begin by examining the strengths and limitations of relying exclusively on mastery data to inform a computer science classroom. We’ll then dig deep into how student self-assessment and feedback can provide a powerful complement to the mastery data. We’ll tie all these threads together by discussing the implications a feedback-centered approach has on our mission to create inclusive classrooms and walk away with implementation plans customized to our classroom contexts. Ultimately, this course aims to help computer science teachers drive more inclusive learning environments in a systematic, feedback-driven way.

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 taught beginner courses in software engineering, iOS app development, and web design to high school students in Los Angeles, California, and New York City. He believes learning to code is the most empowering experience a high school student can have, coding is joyful, and all students deserve access to this life-changing form of fun.

Taylor Want holds a B.A. in Physics from Carleton College and an M.Ed. in Curriculum and Teaching from Boston University. She has built her career around increasing educational opportunities in computer science for underrepresented populations in tech. Taylor began her career in education as a high school physics and computer science teacher and then as the Director of Strategy and Operations at Upperline Code. At Upperline Code, she built, managed, and trained teachers for computer science education programs in partnership with organizations like Google, JPMorgan Chase, the New York City Department of Education, and Cornell Tech. She is now CodePath’s Head of Programs, where she brings a deep commitment to increasing equity in computer science to her role.

Nuclear Weapons: Past, Present, and Future

Facilitator: Ivana Hughes, Ph.D.

THURSDAYS, JAN 5, JAN 12, JAN 19

MƒA  SCIENCE

The Ukraine War has reignited fears of nuclear weapons use that have largely been absent from the public’s consciousness since the end of the Cold War. Contrary to the popular narrative that nuclear weapons have kept the world safe, their development and testing have had devastating humanitarian consequences around the world. From the Navajo Nation to the atolls of the Marshall Islands and French Polynesia, to the deserts of Kazhakstan, Algeria, and Australia, nuclear weapons have put millions of people in harm’s way, endangering their health and polluting their environments. In this mini-course, teachers will have the opportunity to review the science behind nuclear weapons, analyze the scientific literature on the impact of their testing, consider current challenges, and imagine a future without nuclear weapons, as promoted by the Treaty on the Prohibition of Nuclear Weapons. Scientific data analysis and quantitative skills development will be supplemented by discussions of nuclear justice and its relationship to climate justice. All teachers are welcome, however, chemistry and physics teachers may find the content and resources most helpful.

Dr. Ivana Nikolić Hughes is a Senior Lecturer in Discipline in the Department of Chemistry at Columbia University and President of the Nuclear Age Peace Foundation. 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.

Pablo Escobar’s Hippos and Constructing Models in the Science Classroom

Facilitators: MƒA Master Teachers Elese Lau and Emily Schmidt, Ph.D.

WEDNESDAYS, OCT 19, OCT 26

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

Did you know Pablo Escobar, notorious drug lord and cartel leader, was also an animal lover? In fact, he created a makeshift zoo on his estate, importing animals from all over the world. When Escobar was killed in 1993, most of the animals were captured and relocated—but not his four hippos, the descendants of whom have become an invasive species in Colombia. Join us in this two session mini-course as we learn how to use this phenomenon to teach ecology. In session one, we’ll learn more about hippos in their native range as we explore published studies and the free, web-based program SageModeler to build and test a model of how hippos affect complex ecosystem dynamics. In the second session, we will work in small groups to model our own chosen phenomena and discuss how to use SageModeler in our classrooms. The content and tools are most applicable to life and environmental science teachers, but anyone interested in helping their students model complex phenomena and learning more about Pablo’s hippos is welcome!

Elese Lau and Dr. Emily Schmidt are MƒA Master Teachers and science teachers at The Bronx High School of Science in the Bronx.

Polymers: More Than Common Consumer Plastics

Facilitators: John Henssler, Ph.D., and MƒA Master Teacher Denice Gamper

THURSDAYS, DEC 1, DEC 8, DEC 22

MƒA  SCIENCE

Plastic bags, bottles, toys, and packaging are just a few applications of common consumer polymers. With the many unique solutions they offer, consumer polymers have become an integral part of our daily lives. So much so, it can be hard to imagine life without them. Advanced synthetic polymers have led to significant developments across the medical, transportation, and personal care industries. In sessions one and two, we will explore an overview of polymer synthesis, structures, properties, and applications. Examples will range from some of the earliest synthetic polymers, such as nylon, to more advanced polymers made possible by recent advances in polymer chemistry, including Nobel Prize-winning science. We’ll conclude in session three by discussing both the positive and negative societal and environmental impacts resulting from the development and use of polymer materials. Throughout, we’ll incorporate examples of existing polymers, polymer research, and polymerization experiments throughout, and teachers will consider how best to adapt the content, hands-on activities, and discussions for their classrooms. This course is best for high school chemistry teachers, but anyone interested in learning more about polymer chemistry is welcome to attend.

Dr. John Henssler is a Clinical Professor and Director of the Organic Chemistry Teaching Laboratories at New York University. He received his B.S. in Chemistry, with a concentration in Polymer Chemistry at the University of Pittsburgh. He completed his Ph.D. in Organic Materials Chemistry at the University of Michigan and a Postdoctoral Fellowship at NYU’s Materials Research Science and Engineering Center. His research interests range from the synthesis of organic electronic materials, including polymers, to chemical education.

Denice Gamper is an MƒA Master Teacher and science teacher at Bard High School Early College in Manhattan.

Preparing for Master Teachers on Teaching

Facilitators: MƒA Master Teachers Jude Julien, Michael Paoli, and Molly Shabica

WEDNESDAYS, NOV 9, NOV 16, NOV 30, DEC 7

TUESDAY, DEC 13

MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

This workshop is for Master Teachers selected to speak at this year’s Master Teachers on Teaching (MT²) event on Thursday, December 15, 2022. We will use protocols to develop, practice, and hone (and practice again) our presentations. We will create a warm and supportive

space for you and your story to flourish. Please see the listing for the MT² Thursday Think for more information on the event and how to propose a talk.

Jude Julien is an MƒA Master Teacher and science teacher at Bronx High School for Writing and Communication Arts in the Bronx.

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

Molly Shabica is an MƒA Master Teacher and science teacher at Fannie Lou Hamer Freedom High School in the Bronx.

Proof Through Play: Using Games, Number Strings, and Debate to Build Proof

Facilitators: MƒA Master Teachers Sophie Brady and Melissa Singer

WEDNESDAYS, OCT 12, OCT 19, OCT 26

ONLINE  MATHEMATICS

We often think about proof and conjecture as part of secondary education, but elementary students are full of ideas about how numbers work! How can we capitalize on their need to generalize to support mathematics content and increase discourse in our elementary classrooms? Over the three sessions, teachers will explore, implement, and reflect on three ways to encourage student talk and conjecturemaking: games, number strings, and debate. First, we will learn the game Nim and understand how a game not routed in numbers can draw in more students. Then, based on the work of Cathy Fosnot and Kara Imm, we will explore how to use number strings and conjectures to develop mathematics fluency and discussions about how numbers work. Finally, we will use the Teachers College, Columbia University debate protocol to start mathematics debates in our classrooms. This course is best for elementary mathematics teachers.

Sophie Brady is an MƒA Master Teacher and mathematics teacher at The Emily Warren Roebling School in Brooklyn.

Rich Learning Tasks for Middle School Mathematics

Facilitators: MƒA Master Teachers Maria Ayub and Shon Zelman

WEDNESDAYS, NOV 2, NOV 16

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

Are you a middle school mathematics teacher looking for ways to spark student curiosity, engage students in sustained productive struggle, or allow students to take greater ownership of their learning? If you said “yes” to any of these questions, this mini-course is for you! Rich learning involves students coming together for thought-provoking activities that allow them to connect ideas from across the mathematical landscape. These tasks ignite curiosity by involving students in an irresistible challenge, question, or mystery. In this course, we will first do the mathematics together as we explore ways to invite students into the rich learning experience. Then, we will examine strategies to help students productively struggle and make sense of problems. Finally, we will discuss ways of assisting students in articulating their thoughts, reflecting on their process, and taking ownership of their learning. Ideally, this kind of rich learning helps students make connections, build new strategies, and develop as problem-solvers. Some of the rich learning tasks will come from Dan Finkel’s blog Math For Love.

Maria Ayub is an MƒA Master Teacher and mathematics teacher at The Highbridge Green School in Bronx.

Shon Zelman is an MƒA Master Teacher and mathematics teacher at Bedford Stuyvesant Collegiate Charter School in Brooklyn.

Routines to Build Equity and Belonging in

Mathematics p Facilitator: Anne Burgunder

WEDNESDAYS, SEP 21, SEP 28, OCT 12

MƒA  MATHEMATICS

Are you new to Illustrative Mathematics (IM), have been using it for years, or somewhere in between? Perhaps you’re wondering how you might use it to provide equity and access to your students and foster deep mathematical thinking and reasoning skills. IM is a problem-based curriculum that emphasizes student engagement and developing critical mathematical habits through various routines. In this minicourse, teachers will explore routines across the IM curriculum, discuss and plan their implementation, capture necessary formative data, and create positive mathematics learning communities where all voices are recognized and valued. Each session will focus on specific routines, planning for student thinking, capturing students’ thoughts, and implementing those routines effectively. We will look at practices across grades and consider shifts in pedagogy as students become familiar with the routines. This course is open to all mathematics teachers, as the IM routines work in any mathematics curriculum.

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

Sangaku 2.0: Samurai, Kissing Circles, and the Geometry of Shinto Shrines

Facilitators: David Clark and MƒA Master Teacher Andy Brockmann

THURSDAYS, OCT 6, OCT 13

MƒA & ONLINE  MATHEMATICS + PLEASE NOTE: THIS IS A TWO SESSION HYBRID COURSE. SESSION 1 WILL TAKE PLACE IN-PERSON AT MƒA. SESSION 2 WILL TAKE PLACE VIRTUALLY.

Would you like to explore more centuries-old mathematics puzzles of the East and dig deeper into their history? As a further exploration beyond previous sangaku courses, we will continue our investigation of sangaku (wooden tablets inscribed with mathematics problems) and their purpose in 17th and 18th century Japan, including worship, scholarship, and entertainment. We will bring our prior knowledge and experience to the table as we collaborate to work through a handful of sangaku; make connections to algebra, geometry, and basic trigonometry; and discuss ways to engage and enrich diverse learners in our middle and high school classrooms. Teachers will leave able to connect Japanese mathematics and culture in a historical context, identify the aesthetic of traditional geometry problems, apply basic techniques to solve them, and acquire the know-how to create sangaku of their own. Those who have previously taken a sangaku course are best suited for this course, but all are welcome.

Dr. David Clark is a Professor of Mathematics at Randolph-Macon College in Ashland, Virginia. In 2017, David organized and hosted an international conference on Japanese mathematics in Ashland and is currently editing a volume of work stemming from that meeting. He has taken three groups of students to Japan to experience sangaku inperson and to watch sumo.

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

Shifting Instructional Practice to Create Anti-

Racist STEM Classrooms p Facilitators: Mary Leer, Ed.D., and MƒA Master Teachers Dionne Beckford and Dawoun Jyung

TUESDAYS, DEC 13, DEC 20, JAN 10, JAN 17

MƒA & ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: THIS IS A FOUR SESSION HYBRID COURSE. SESSIONS 1 AND 4 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2 AND 3 WILL TAKE PLACE VIRTUALLY.

How might we critically incorporate anti-racist practices into our mathematics and science classrooms? It takes vigilance and collaboration to develop an anti-racist stance, given the long history of mathematics and science education as gatekeeper for students of color. This mini-course provides a reflective and courageous space for educators to examine the actions and beliefs that drive daily instructional and curricular decisions. Teachers will begin by unpacking the idea of anti-racist teaching as they share their classroom routines (e.g. analyzing tasks). Then, these discussions will be used to uncover implicit and explicit biases that stymie even the best intentions to transform instructional practice. The goal is for every teacher to leave with actionable steps and tools to shift their instructional practices to be anti-racist and to dismantle common practices that block access and equity. This course is for all who seek a lifelong journey toward becoming anti-racist educators.

Mary Leer, Ed.D., of Visualizing Education, Reframing Achievement Consulting, LLC, is an adjunct advisor to graduate students in the Leadership in Mathematics Education program at Bank Street Graduate School of Education. Her passion for mathematics education and antiracist practice began 30 years ago through a seminal project (Math3, U Pittsburgh) that engaged teachers in thinking critically about how student-teacher interactions (accountable talk©) maintain or decrease cognitive demand and student learning. These ideas continue to support her collaborative work with educators striving to co-create an anti-racist math environment that is not an opaque gatekeeper, but a transparent game-changer for students of color.

Dionne Beckford is an MƒA Master Teacher and mathematics teacher at P.S. 321 William Penn in Brooklyn.

Dawoun Jyung is an MƒA Master Teacher and mathematics teacher at Metropolitan Expeditionary Learning School in Queens.

Street Data: An Invitation to Rehumanize

Mathematics p Facilitator: Kara Imm, Ph.D.

WEDNESDAYS, NOV 9, NOV 30, DEC 14, DEC 21

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

As teachers, we exist within “big data” systems that shape our identities, relationships, and capacity to create classroom communities where all kids are seen, heard, loved, and understood. Testing and data systems are designed to profit from the myth that Black, Latinx, and Indigenous students “need developing” and that schooling can “fix” them. Together, we will dismantle this myth and work towards radical alternatives. We will use the book Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation by Shane Safir and Jamila Dugan as our guiding text to center on the ways of knowing of Queer, Black, Indigenous, and people of color to redefine conventions of understanding, creating, and learning mathematics. This course is designed for teachers of all grade levels and subjects.

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 mathematics teacher, staff developer, leadership coach, and teacher education faculty. At MƒA, Kara has designed and led over 20 courses on design thinking, mathematical routines, models and modeling, developing a coaching practice, early algebra, and more. Kara has written several articles and books with and for teachers on the teaching and learning of mathematics. A proud graduate of Minneapolis Public Schools, Kara earned degrees from Stanford University and Bank Street College of Education. Her recent Ph.D. in Urban Education from The Graduate Center, The City University of New York, investigated the impact of mathematical modeling on high school girls of color who had experienced the gate-keeping effects of algebra.

String Art: The Use of Straight Lines to Represent Curves

Facilitator: MƒA Master Teacher Christine Lasagne

WEDNESDAYS, OCT 19, OCT 26, NOV 9

MƒA  MATHEMATICS

Need a creative way to increase classroom engagement? Join us as we explore the history behind string art and how we can use it to make mathematical ideas more accessible to students. Teachers will begin by diving deep into string art construction while making connections between patterns and parabolic curves. Then, teachers will create three dimensional designs as classroom models. Finally, teachers will collaboratively design a string art activity to increase classroom engagement. String art is adaptable to any grade, so all STEM teachers are welcome.

Christine Lasagne is an MƒA Master Teacher and mathematics teacher at P.S. 071 Rose E. Scala in Bronx.

Student Explorations of The True Origins of

Mathematics p Facilitator: MƒA Master Teacher Rebecca CaporaleGuarino

TUESDAYS, NOV 22, NOV 29, DEC 6

MƒA  MATHEMATICS

How might we better integrate culturally responsive representations of the origins of mathematics into our classrooms? Join us as we explore the history of mathematics, especially the Non-Eurocentric history, and find ways for students to explore and reflect on the true origins of mathematics from different civilizations, cultures, and communities throughout history. Teachers will engage in hands-on activities highlighting the mathematical discoveries, dissecting power dynamics throughout the history of mathematics, and challenging the Eurocentric narrative. First, we will investigate Babylonian, Ancient Egyptian, and Mayan mathematics, focusing on base systems, the need for mathematics in the functioning of civilizations, and the connection between mathematics and religion. Then, we will explore Islamic, Indian, and Chinese mathematics, including religious associations and the study of art. Finally, we will study Greek, Spanish, and Italian mathematics, such as using libraries to publish mathematics, transferring knowledge, mathematics duels, and claiming knowledge from other spaces. This course is best suited for high school mathematics teachers, but all teachers interested are welcome to join.

Rebecca Caporale-Guarino is an MƒA Master Teacher and mathematics teacher at Manhattan Village Academy in Manhattan.

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

Facilitators: MƒA Master Teachers Matt Baker and Devin Sprague

WEDNESDAYS, JAN 4, JAN 11, JAN 18

MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

Are you interested in creating more space for student talk time by reducing your own? Do you want to know what students think and hear them reason through and defend their arguments? This mini-course will explore classroom structures and techniques to help create what Harvard educator Ron Ritchhart calls a “culture of thinking,” where reasoning and arguments are visible and valued. Drawing from multiple sources and experiences, we will immerse ourselves in activities promoting student discussion and debate in and about mathematics and science. Throughout the course, we will explore methods for increasing student talk, develop student-to-student conversations, and find ways to get students on their feet excitedly debating mathematics problems and scientific ideas. We will have time to assess and evaluate these ideas and

develop ways of implementing appropriate structures in our classrooms.

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

Devin Sprague is an MƒA Master Teacher and science teacher at Edward R. Murrow High School in Brooklyn.

Teaching Trees: Where Ecology Meets Equity p Facilitators: Jocelyn Perez-Blanco and Tyler Van Fleet

THURSDAYS, OCT 6, OCT 13, OCT 27

MƒA  SCIENCE

Trees impact us every day—from the street trees that provide shade and stormwater retention to the upstate forests that filter and protect our drinking water supply. Join us in this mini-course as we learn how trees impact the lives and well-being of New Yorkers. In session one, we will discuss the products and services that trees provide, analyze the uneven distribution of these benefits across communities, and define “tree equity” and its importance. In session two, we’ll walk to a nearby area to conduct hands-on stewardship activities, including how to care for our street trees and measure urban forest benefits. In our final session, we’ll explore educational resources and opportunities related to tree ecology, equity, and stewardship, and will develop and share plans to integrate trees into our teaching in multi-dimensional ways. This course is best suited for middle and high school life and environmental science teachers, but all dendrophiles and tree-huggers are welcome!

Jocelyn Perez-Blanco, the founder of Herban Garden, is an educator, urban naturalist, herbalist, conservationist, and avid gardener with a background in biology, animal husbandry, and agriculture. Jocelyn is the Assistant Director of Herbalists Without Borders (HWB), an international non-profit whose mission is to empower and mobilize herbalists working within their communities. Jocelyn leads classes and botanical walks through partnerships with Latino Outdoors, Alley Pond Tyler Van Fleet delights in teaching students, teachers, and landowners about the fascinating (and life-sustaining!) connections between healthy forests and clean drinking water. A former high school science teacher and forest conservation outreach specialist, Tyler has worked in the Forestry Program at the Watershed Agricultural Council for eight years engaging hundreds of teachers and thousands of students in watershed forestry discovery through field trips, workshops, tours, and classroom lessons.

To Infinity and Beyond

Facilitator: Francis Su, Ph.D.

TUESDAYS, DEC 6, DEC 13, DEC 20

ONLINE  MATHEMATICS

”Infinity” seems like an idea that could always be patently out of reach! And yet some of the most exciting mathematics arises from wrestling with the infinite, from calculus to geometry to number theory. In this course, we will marvel at infinite sets. A starting point is Cantor’s “diagonal argument,” showing there are more real numbers than rationals. Infinite constructions appear in fractals and in the BanachTarski paradox, which strangely says that a solid ball can be cut into five pieces and reassembled to form two solid balls, each the same size as the original. We’ll learn how to count beyond the natural numbers to do transfinite induction. Finally, we’ll see some practical consequences of these ideas in computing. By the end of the course, you’ll better understand what “infinite” means and articulate why it matters. The only prerequisites are a desire for wonder and imagination, though familiarity with rational numbers and induction is helpful.

Dr. Francis Su is the Benediktsson-Karwa Professor of Mathematics at Harvey Mudd College and a former president of the Mathematical Association of America. In 2013, he received the Haimo Award, a nationwide teaching prize for college mathematics faculty, and in 2018 he won the Halmos-Ford writing award. His work has been featured in Quanta Magazine, Wired, and The New York Times. His book Mathematics for Human Flourishing, winner of the 2021 Euler Book Prize, is an inclusive vision of what mathematics is, who it’s for, and why

Universal Design for Learning: Using

Neuroscience to Engage All Learners p Facilitator: MƒA Early Career Teacher Stephen Kos

WEDNESDAYS, NOV 2, NOV 16, NOV 30

MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

Why is it that some students like school more than others? There are many answers to this question, but with new developments at the intersection of neuroscience and education, we are well-poised to understand how our students’ neurodiversity plays a role in how they feel about learning. In this minicourse, we’ll unpack the three principles of CAST’s “Universal Design for Learning” framework and Daniel T. Willingham’s book, Why Don’t Students Like School to reimagine our lessons through a cognitive science lens. This work will help us reduce time spent reteaching, improve the accuracy of scholar assessment, and ultimately help ALL scholars thrive and enjoy attending school each day. In each session, we’ll explore one of the three UDL principles. We’ll begin with puzzles that illustrate the neuroscience, discuss the role of each neural network, and then review the recommended checkpoints and examine some exemplar lessons. Throughout, we’ll use Goalbook’s “UDL-Aligned Strategies” to update our lessons and share our eureka moments. This course is suitable for all teachers striving to better understand how to support student success and enthusiasm. No neuroscience background is necessary.

Stephen Kos is an MƒA Early Career Teacher and science teacher at New Explorations into Science, Technology and Math High School in Manhattan.

Unlocking Nature’s Potential: Chinese Herbalism and Modern Medicine

Facilitators: MƒA Master Teachers Erin Ratz and Meng-Ping Tu, Ph.D.

TUESDAYS, OCT 11, OCT 18

MƒA  SCIENCE + PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE. TEACHERS ARE ENCOURAGED, BUT NOT REQUIRED, TO ALSO JOIN THE MƒADVENTURE, UNLOCKING NATURE’S POTENTIAL: A VISIT TO A CHINESE PHARMACY.

Did you know that a cure for malaria, first reported over 1,000 years ago, was the basis of the 2015 Nobel Prize in medicine? Chemist Tu Youyou demonstrated that a plant detailed in ancient Chinese texts was incredibly effective at curing malaria and received the Nobel for her work. In this mini-course, we will learn about some of the Chinese scholars who codified years of anecdotal wisdom on herbal medicines, the role of herbs in traditional Chinese medicine (TCM), and explore different plants used in TCM that have scientifically proven properties. We’ll begin by exploring texts and videos to learn about some of the most prominent Chinese scholars and the herbs they studied. Then we’ll work in small groups to select a plant of interest, learn about its role in TCM, and identify its medicinal properties. We’ll also hear from a scientist guest speaker on some of the current research on traditional herbs as treatments for disease. In our second session, we’ll work in grade-level teams to revise or develop curricular materials for use in our classrooms. This course is best suited for biology and chemistry teachers, but any science teacher wanting to incorporate and elevate ancient and Indigenous knowledge into their classrooms is welcome.

Erin Ratz-Guiñals is an MƒA Master Teacher and science teacher at The Brooklyn Latin School in Brooklyn.

Dr. Meng-Ping Tu is an MƒA Master Teacher and science teacher at Stuyvesant High School in Manhattan.

“Young Man, Get Out of Here!”: Historical

Perspectives on NYC Discipline Policy p Facilitator: Rachel Lissy, Ph.D.

WEDNESDAYS, NOV 2, NOV 9, NOV 16

ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

For as long as there have been schools, there have been students whom adults deem “disruptive,” “disorderly,” and “unruly.” In this mini-course, teachers will explore themes and challenges related to classroom discipline from a historical perspective. Using the story of the origins of the New York City DOE’s suspension policy, we will examine the history, politics, and ideas informing current disciplinary policies that exclude, segregate, and criminalize students—particularly Black students. Teachers will draw connections between historical trends, beliefs and practices, and their current practice. This course is especially relevant for those engaging in or considering restorative justice reforms, as it highlights both the need for change and the roots of resistance.

Dr. Rachel Lissy is the Senior Program Officer for Ramapo for Children. She has a doctorate in Social and Cultural Studies in Education from the University of California at Berkeley, a master’s degree in Policy, Organization, and Leadership Studies from Stanford University School of Education, and a B.A. in English from Brown University.