MƒA Fall 2024 Professional Development Course Catalog
Professional Development Catalog
Fall Semester: September 2024 - January 2025
FELLOWSHIP REQUIREMENTS AND GENERAL INFORMATION
In fall 2024, MƒA will offer a variety of in-person and virtual programming sufficient for all teachers to meet attendance requirements comfortably. For the 2024-2025 school year, teachers can satisfy their minimum attendance requirements of seven Core Learning workshops with any mix of in-person and virtual programming. We encourage you to sign up for more than the minimum in the event of unforeseen circumstances to ensure you meet your attendance requirement.
We understand scheduling conflicts occur for various reasons and may sometimes interfere with your ability to attend a workshop. Occasional absences do not reflect poorly on your participation in the fellowship. However, if you will be absent from a workshop, we ask you to notify MƒA at pdprogram@mathforamerica.org as soon as possible.
IN-PERSON COURSE INFORMATION
Most in-person programming occurs at the MƒA office, 915 Broadway, on the 14th and 17th floors. Some workshops take place at other locations throughout the city. Please carefully check course listings for details before registering to ensure you can attend the specified location.
In-Person Norms and Attendance
All MƒA workshops run from 5:30-7:30 p.m. (unless otherwise noted). The MƒA lounge is available for teachers starting at 4:30 p.m. Pizza arrives by 4:30 p.m., and workshops begin promptly at 5:30 p.m. We suggest coming by 5:15 p.m. for a few minutes to eat and socialize before your course starts.
Teachers must attend and actively engage in more than 75% of the workshop to be marked present. Please follow all community agreements for your workshop and ensure a productive and respectful experience for all teachers by reviewing and abiding by the standard in-person and virtual MƒA Community Agreements found here and any norms or agreements set with your facilitator(s).
In case of a citywide NYC DOE public school closure, MƒA will hold in-person programming virtually or reschedule the session.
VIRTUAL COURSE INFORMATION
All MƒA workshops run from 5:30-7:30 p.m. (unless otherwise noted). Please refer to the course details on the Small-World Network. Virtual MƒA courses will continue to take place on the Zoom platform.
Accessing Zoom Workshops
Registered teachers will receive an automated email reminder both one week and then two days in advance, including the Zoom link and the password needed to join the workshop. Zoom links for upcoming workshops are also on the Small-World Network in the yellow box on the lefthand side of the home page.
Virtual Norms and Attendance
We track virtual attendance using the Zoom participant record. To be marked present, teachers’ Zoom screen names must match the name MƒA has on file1 , and teachers must attend and actively engage in more than 75% of the workshop. Active engagement includes, but is not limited to:
• keeping your camera on as much as possible,
• listening attentively,
• participating in discussions and activities,
• asking relevant questions,
• sharing your thoughts by unmuting yourself,
• typing into the chat, and
• contributing to the community’s digital activities as appropriate.
If you share your screen, please stop sharing when transitioning to whole group discussion to build more meaningful virtual interaction. Likewise, please ensure your technology works correctly before the workshop begins, including testing your microphone and camera and having a stable internet connection and background environment. We encourage you to find a safe, comfortable, and appropriate space2 to participate actively. Please follow all community agreements for your virtual workshop and ensure a productive and respectful experience for all teachers by reviewing and abiding by the standard in-person and virtual MƒA Community Agreements found here and any norms or agreements set with your facilitator(s).
ACCESSIBILITY
MƒA strives to make programming inclusive and accessible, enabling all individuals, including those with disabilities, to engage fully.
Our office is located in a multi-elevator building with temperature control, air filtration systems, all-gender bathroom options, a wellness/prayer room, and ample seating. We provide gluten-free, vegan, and vegetarian food options and snacks.
MƒA’s COVID safety policies are based on current evidence and expert recommendations and are subject to change. Current policy, requirements, and logistical information are updated here.
Facilitators have been informed of closed captioning in our virtual courses and may already have it enabled. If not, you can anonymously request it during the session by clicking on “Live Transcription” and then “Request.”
To request additional accommodations or inquire about accessibility or safety, please contact Courtney Ginsberg, MƒA’s Director of Programming.
1 If you would like to update your name, please do so on the Small-World Network.
2 As your safety is imperative, we ask you NOT to join a Zoom course while driving.
REGISTRATION
Registration is required for all MƒA professional development and must be done through the Small-World Network. Please refer to your school and DOE calendars before signing up for courses.
September 3, 6
p.m. - Limited Registration
During the two-day limited registration period, you may register for two credit-bearing courses from the Core Learning section of the catalog and add yourself to two waitlists. You are free to register for as many non-credit bearing courses as you can commit to attending.
September 5, 6 p.m.
- Open Registration
When open registration begins, you may register for as many additional courses as you can commit to attending in full.
Par ent/Family/Caregiver-Teacher Conferences
Elementary School - September 12 & November 7
Middle School - September 19 & November 14
High School - September 26 & November 21
EQUITY AND INCLUSION p
At MƒA, we believe equity and inclusion should be acknowledged and considered in every professional development experience, regardless of the focus of the course. MƒA also provides many options for teachers who want to take workshops explicitly focusing on equity and inclusion in the classroom. To highlight these opportunities and make them easier for teachers to find, we include this icon p next to courses generally aligning with the TRU dimensions of equitable access and agency, ownership, and identity. Specifically, such courses should directly address the needs of students of color, queer and gender-expansive students, students with disabilities, or multilingual learners. The icon is also placed next to courses and affinity groups addressing the unique challenges faced by educators who are Black, Indigenous, and People of Color (BIPoC); educators within the Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, Intersex, and Asexual (LGBTQIA+) community; educators of Muslim faith; and educators within the neurodiverse community.
MƒA Core Learning Opportunities
The following types of professional development satisfy fellowship minimum attendance requirements. They are the primary way MƒA teachers learn and grow during their fellowship.
Professional Learning Teams (PLTs) are a series of four connected monthly workshops consisting of small teams of teachers who come together to explore a specific problem of practice in depth. Learn more about PLTs here
Mini-Courses are a series of three connected workshops in which experts from academic institutions, local organizations, and the MƒA Master Teacher community engage MƒA teachers in a topic at the cutting edge of their content area and/or pedagogical practice.
Extended Length Courses are a series of six to eight connected workshops that meet throughout a semester or school year. Experts from academic institutions, local organizations, and within the MƒA Master Teacher community engage MƒA teachers in topics at the cutting edge of their content area and/or pedagogical practice.
Single Session Workshops are one-time workshops in which experts from the MƒA Master Teacher community, academic institutions, and local organizations engage MƒA teachers in a topic at the cutting edge of their content area and/or pedagogical practice.
Affinity Groups are a series of workshops in which teachers with shared identities grapple with how their particular identities intersect and inform their role as STEM educators, their classroom practice, and their engagement with the broader MƒA community.
Thursday Thinks (in-person) are monthly STEM talks open to MƒA teachers, their colleagues, and guests from the wider STEM community. This speaker series features engaging and accomplished experts who delve into cutting-edge mathematics, science, computer science, and education topics. For fall 2024, in-person Thursday Think attendance is credit-bearing, meaning it will count towards your fellowship minimum attendance requirements.
Equity Webinars are virtual workshops open to MƒA teachers, other Master Teacher programs, and people interested in learning more about MƒA. Each webinar leads with a nationally recognized STEM educator talk, followed by breakout sessions, where small groups discuss how they can apply these powerful ideas in their classrooms. For fall 2024, Equity Webinar attendance is credit-bearing, meaning it will count towards your fellowship minimum attendance requirements. To receive credit, teachers are expected to stay for the entire session, including the talk and the small group discussion.
MƒA Additional Learning Opportunities
The following meetings and events do not count towards fellowship attendance requirements. They are opportunities for MƒA teachers to expand their professional network, develop leadership skills, and explore their personal and professional passions.
Thursday Thinks (virtual) are monthly STEM talks open to MƒA teachers, their colleagues, and guests from the wider STEM community. This speaker series features engaging and accomplished experts who delve into cutting-edge mathematics, science, computer science, and education topics.
Interest Groups are usually one-time workshops in which small groups of teachers meet informally around a common interest or identity. They provide opportunities to make connections and begin conversations with MƒA colleagues.
MƒAdventures are offsite events organized by MƒA teachers that allow teachers to explore shared interests. They are a great way to meet MƒA community members outside the MƒA office.
Community Contributions are leadership opportunities for MTII+ teachers (those in their second, third, fourth, or fifth Master Teacher Fellowship) to deepen their connections within the MƒA community by becoming involved with admissions, recruitment, communications, facilitation, supporting new MƒA teachers, and other leadership activities. Please review each contribution for its unique structure and requirements.
Annual MƒA Events
MƒA Fall ƒunction is an annual celebration of teaching, honoring the entire MƒA community of ~900 New York City public school mathematics, science, and computer science teachers. Each year, MƒA teachers, their guests, and other leaders in STEM education gather for the evening gala. The night consists of a cocktail reception, dinner, and program and is a rare moment for all members of the MƒA community to celebrate together in one space. The Fall ƒunction is held in November, and invitations are emailed in early fall. This year’s gala is on November 9, 2024mark your calendar!
Mid-Fellowship Check-In takes place on October 22, 2024. The Mid-Fellowship Check-In is a time for teachers approaching the end of their fellowship to reflect on their journey and consider goals for the remainder of their fellowship and their next. Teachers will learn about different leadership and community opportunities at MƒA, network with members of their cohort and MƒA staff, engage with program survey data, and learn from experienced fellows. Teachers will leave with a deeper understanding of the MƒA community, inspiration about future leadership roles they may want to take, and a holistic view of their fellowship so far. 2022 Fellows can register here.
MƒA Family Day takes place in May or June. In honor and celebration of our community, MƒA plans to host an engaging and interactive family day for MƒA Master Teachers and their families. We will share more information this spring.
The End of Year Celebration and Muller Award Ceremony takes place in June, as MƒA teachers come together to mark the end of the school year. During this event, we honor the winners of the MƒA Muller Award for Professional Influence in Education, an annual honor given to two extraordinary teachers from within the MƒA Master Teacher community who influence the teaching profession in exceptional ways.
2024 MƒA Summer Think is a three-day, teacher-designed, teacher-focused, and teacher-led conference held each July. The next Summer Think will take place July 8-10, 2025. The MƒA Summer Think empowers teachers to explore and collaborate over the summer, from hands-on events to deep dives into specific topics. We will share more information this winter.
Summary of Core Learning Opportunities
COMMUNITY
Asian American, Native Hawaiian, and Pacific Islander Affinity Group p (AG)
Black, Latinx, and PoC Affinity Group p (AG)
LGBTQIA+ Affinity Group p (AG)
Muslim Educators Affinity Group p (AG)
Neurodiversity Affinity Group p (AG)
Space to Breathe: Women of Color Affinity Group p (AG)
COMPUTER SCIENCE AND TECHNOLOGY
3D Printed Stomp Rockets: Engineering a Passion for Space (SSW)
AI for All: Leveraging Machine Learning for the Leary (MINI)
ChatGPT: A Teacher’s Guide (MINI)
Coding Across the K-5 Curriculum (PLT)
Coding Challenges With Advent of Code (MINI)
Coding FUNdamentals: Introduction to Minecraft and Computer Science (MINI)
Curating Student Web Portfolios Using Github (PLT)
Do You Want to Excel at Excel and Google Sheets? (SSW)
Introduction to Boolean Algebra and Circuit Optimization (MINI)
Introduction to CAD and 3D Modeling With STEM Career Explorations (MINI)
LEGO SPIKE: Building and Programming LEGO Robots (MINI)
Leveraging ChatGPT to Create Educational Scaffolds (SSW)
Making Sense of the Unsolvable: Methods in Numerical Analysis (MINI)
RoboExpo (SSW)
This Will Knock Your Sockets Off! (SSW)
INQUIRY, PRACTICE, AND LEADERSHIP
The Art of Questioning: Enhancing Classroom Engagement and Critical Thinking (SSW)
Book Club: Education Lead(her)shipDisrupting Gender Bias and Gendered Racism p (PLT)
Book Club: Punished for Dreaming p (PLT)
Book Club: Teaching Emergent Bilingual Students With Dis/Abilities p (PLT)
Building Bolder Thinking Classrooms (PLT)
Celebrating the BLM at School Week of Action and Beyond: Join the Movement! (SSW)
Co-Teaching: Crafting a Successful and Effective Partnership p (SSW)
Creating Inclusive Classrooms: Countering Anti-Muslim Discrimination in Schools p (SSW)
Cultivating Community: Exploring Identity and Belonging p (MINI)
Doodle for Self-Care (SSW)
Elevate and Co-Create: Growing a Cogen Culture in Your Classroom (PLT)
Enhancing Graph Analysis in Science Education Through TALKS and I2 Strategy (SSW)
Enhancing Student Discussion Through Protocols (SSW)
Fail Squad: Professional Mistakes Welcome! (MINI)
From Ego to Conscious Teaching (PLT)
Help Me Rhonda: Implementing the Routines of Dr. Bondie for Classroom Equity p (PLT)
Hitting Pause: Reflection as a Conduit for Joy (PLT)
How Homophobia, Biphobia, and Transphobia Affect Emotional and Mental Well-Being p (SSW)
Increasing Multilingual Learners’ Access to Class Texts p (SSW)
Integrating Interdisciplinary Data Literacy (SSW)
Interdisciplinary Infusion of the UN Sustainable Development Goals (PLT)
Intersectional Identities and Neurodivergence in Inclusive Classrooms p (MINI)
The Kids Are Ready: Teaching Social Justice Through Play p (MINI)
Lights, Camera, FrAction! Tools for Making Educational Music Videos (SSW)
Making Nontraditional Grading Work in Traditional Schools (PLT)
MLLs and the Translanguaging Classroom: Key Strategies to Get You Started p (SSW)
Personal Mindfulness Practices (SSW)
Preparing for Master Teachers on Teaching (MT²) (MINI)
The Science of Happiness (SSW)
The Secret Sauce of the Socratic Seminar (MINI)
Shared Time for Shared Knowledge: Collaboratively Tune and Share Your Success (SSW)
Shifting Instructional Practice to Create Anti-Racist STEM Classrooms p (MINI)
Stained Glass Creations: Advanced (MINI)
STEMprov: Improvisation for Effective Communication (SSW)
Survey Says! Social Science for Teachers (MINI)
Swiftly Synthesizing Slide Decks (SSW)
Ubuntu Pedagogy: It’s Not About You or Me, but We! p (PLT)
Upcycled Textile Arts: Mindful Consumption, Community, and Belonging (MINI)
What Is Happening?! Processing Current Events in Class (PLT)
Wise Feedback Across Identities: Strategies for Communicating With All Students p (MINI)
KEY
Professional Learning Teams (PLT)
Mini-Courses (MINI)
Extended Length Courses (ELC)
Single Session Workshops (SSW)
Affinity Groups (AG)
Summary of Core Learning Opportunities cont.
MATHEMATICS
The Abacus: An Introduction (SSW)
Activities and Projects in Algebra II: Building Blocks for Accessible Learning p (PLT)
AI Data Challenges in the Mathematics Classroom (MINI)
Analyzing Errors to Provoke Meaningful Student Discussion in Mathematics (PLT)
Applying Mathematics Through Modeling (SSW)
AP Precalculus (MINI)
Belonging Centered Instruction: Establishing Inclusive Mathematics Classrooms p (PLT)
Beyond Timed Tests: Building Fact Fluency With Games, Songs, and Strategies! (SSW)
The Big Ideas of Linear Algebra (MINI)
Bringing Calculus to Life: Developing and Implementing Calculus-Based Tasks (PLT)
Building Thinking Classrooms in Mathematics: The Sequel! (PLT)
Building Thinking Geometry Classrooms (PLT)
A Closer Look at Cubic Equations (MINI)
Counting Made Easy (MINI)
Decolonizing Our Minds Through Ancestral and Indigenous Mathematics p (SSW)
DEI in Action: Going Beyond Awareness and Acknowledgement in Mathematics p (MINI)
Desmos Activity Builder for Beginners (MINI)
Electoral College: Time for a Change!? (SSW)
Exploring Social Injustice in Middle School Mathematics p (PLT)
Fostering a Welcoming Mathematics Community p (SSW)
Illustrative Mathematics: Access to Students of All Abilities (PLT)
Illustrative Mathematics in Your Elementary or Middle School Classroom (PLT)
Implementing a MARS Formative Assessment Lesson (SSW)
Incorporating Equity Tasks Into Everyday Mathematics Instruction p (MINI)
Intellectual Vulnerability in Mathematics Classrooms p (SSW)
Mathematics of Finance and Teaching Financial Literacy (SSW)
Mathematics Routines for Reasoning (MINI)
Math Game Jam (SSW)
Math Trails: Exploring Mathematics in the Real World (MINI)
More Than Möbius: Scissors, Tape, and Paper Topology (SSW)
Optimal Cell Phone Tower
Placement: A Graph and Domination Theory Approach (SSW)
Proofs Without Words (SSW)
Providing Meaningful and Timely Feedback in Statistics (PLT)
Rethinking Disability and Mathematics: Connecting Theory to Practice p (MINI)
Strengthening Number Sense and Spatial Sense: Diagram-Centered Mini-Lessons (MINI)
Supporting Multilingual Learners in Algebra I Illustrative Mathematics p (PLT)
Transformative Classrooms: Infusing Social Justice in Middle School Mathematics p (SSW)
TRUly Teach To The TRU Framework (ELC)
Uncovering Quadrilaterals Through Graph Investigations (SSW)
Unpacking and Cracking
Gerrymandering With Students (MINI)
Weaving a Pathway to Mathematical Engagement (MINI)
What Should Students Learn?: Updating Your Mathematics Curriculum (PLT)
SCIENCE
93 Reasons to Have Hope: Project Drawdown and the Fight Against Climate Change (SSW)
Adapting APES Labs for Your Classroom (PLT)
Addressing NGSS With the New Visions Biology Curriculum (PLT)
Aliens in the Classroom: Using Science Fiction to Engage Students in Inquiry (SSW)
All Things Assessment: NGSS and High School Science (PLT)
Ambitious Science Teaching: Using Student Talk as a Resource (SSW)
Amplify: Elementary Science for All p (PLT)
Analyzing Heat Waves and Environmental Justice Using GIS Tools (SSW)
Apple Genetics: A Tasty Journey Into the Science of New York Agriculture (SSW)
Applied Physics With the Perimeter Institute (SSW)
Biotech 101: Restriction Analysis and Bacterial Transformation (MINI)
Breaking Into Birding (SSW)
Building Our Forensic Files (PLT)
Building Thinking Classrooms in Science: Part 1 (PLT)
Clickbait Science and Fake News: Let’s Look at the Evidence (SSW)
Computational Thinking Demystified (SSW)
Data-Driven Labs in the Physics Classroom (SSW)
Delicious Demo Derby: Chemistry Demos to Tantalize the Taste Buds (MINI)
Designing Science PBATs for RealWorld Engagement (PLT)
Designing Student-Led Lab Investigations (PLT)
Digging Into the New Earth and Space Science Investigations (PLT)
Earth and Space Science Demo Derby (SSW) KEY
Professional Learning Teams (PLT)
Mini-Courses (MINI)
Extended Length Courses (ELC)
Single Session Workshops (SSW)
Affinity Groups (AG)
Summary of Core Learning Opportunities cont.
Earth and Space Science POGIL Pursuit (MINI)
Electrify Science With Snap Circuits (MINI)
Epigenetics and the Inheritance of Experience (MINI)
Equipping Educators With an Equity Lens on Cancer p (MINI)
Evaluating Scientific Claims: An Introduction to Statistics and Probability (MINI)
Exploring Insect Behavior With Dr. Charles H. Turner (MINI)
Exploring Resources With Science News Learning (SSW)
The Four Course Problem: Revamping AP Physics (PLT)
Go Big Orgo Home (SSW)
Guardians of the Rainforest: Indigenous-Led Conservation in the Amazon p (SSW)
Hexagonal Thinking: Making Scientific Thinking Visible (SSW)
How Intelligent is Artificial Intelligence?: A Neuroscience Perspective (MINI)
How to Create a Brain: Neurodevelopment, Stem Cells, and Brain Organoids (MINI)
Making Sense of Cellular Respiration With HHMI BioInteractive (SSW)
Physics For All: Teaching Strategies to Engage All Learners p (SSW)
Planning for Climate Action Days (SSW)
Reacting to NGSS: Chemistry Labs and CER Modifications (PLT)
Ready for Environmental Remediation?: Remediated Sites With Engineering Tomorrow (SSW)
Schoolyard Scientists: Teaching Climate Change Through Citizen Science (MINI)
Supersonic Hydroponics: How to Bring Gardening to Your Science Classroom (MINI)
Tackling the New Regents Biology Investigations (PLT)
Take Me Out to the Field!: Research Opportunities In and Out of the Classroom (MINI)
Teaching Fluids in AP Physics 1 (MINI)
Telegraphs: The Original Email (SSW)
Unveiling Molecular Mysteries: A Journey Into Structural Biology (MINI)
Welcoming and Empowering MLL Newcomers for NGSS Success p (SSW)
THURSDAY THINKS
You Spin Me Right Round: Tesla’s Greatest Invention
Pondering Playfulness: How to Unveil the Mathematics That Matters
MT²: Master Teachers on TeachingBe the Change: Think Global, Teach Local
Eliminating “Forever Chemicals” From the World’s Water
EQUITY WEBINARS
Archaeology of the Self: Toward Sustaining Racial Literacy in Education p
Addressing Race, Health, and Equity in the Science Classroom p
KEY
Professional Learning Teams (PLT)
Mini-Courses (MINI)
Extended Length Courses (ELC)
Single Session Workshops (SSW)
Affinity Groups (AG)
Summary of Additional Learning Opportunities
INTEREST GROUPS
All-Levels Vinyasa Yoga
AP Biology Interest Group
Board Game Night
Building Your Department
Creating Math Clubs and Teams for All!
Earth and Space Science Teacher Meetup
Elementary Teacher Mixer
Exploring Plant-Based Eating
Exploring Travel Opportunities With Your Students
Fiber Arts Interest Group
Film Screening: Nocturnes
Getting on the Same Page: Building Reading Comprehension
Getting Started With Grant Writing and DonorsChoose
Grosvenor Teacher Fellowship: To the Galapagos and Beyond
Growing a Student Research Program
IB Biology Teachers Meetup
Improving Relationships Between NYC Charter and DOE Schools
Let’s Do Calculus!
Let’s Play Spades!
Magic: The Gathering at MƒA
Math Night!
Middle School Science and CRT Meetup
Mindful Yoga
Moms at Work
One No Trump: Play Bridge!
Overbooked
Planning for Retirement as a NYCDOE Teacher
Planning for the Black Lives Matter Week of Action
Putting the Field in Field Studies
Sabbaticals: Paid Leave for Study or Research
Sci-Fi Book Club: Educational Utopias
Side Hustles: Ways to Supplement Your Income
Solve a Rubik’s Cube!
Sound Meditation: Exploration and Experience
Special Educators United
Teachers as Parents
Think Tank for MƒA Course Proposals
Trivia Night
Tutoring: Growing Your Tutoring Side Gig
M ƒADVENTURES
Bowling on the Lower East Side
Bronx and Upper Manhattan Meetup
Escape the Room Adventure
Family Fun Astronomy Night
Hiking Staten Island’s Greenbelt
MƒAle: A Brewery Adventure
MƒA on Broadway
Mosaics for Beginners
National Museum of the American Indian:
Indigenous STEM Innovations
Prospect Park Bike Ride
Sewing for Beginners
Stained Glass Creations: Beginner
Teachers, Take a Hike!
Westchester County MƒA Bowling Meetup!
COMMUNITY CONTRIBUTIONS
2025 MƒA Summer Think Planner
Community Builder and Event Planner
Course Proposal Support: Think Tank Facilitators
Equity Advisory Committee p
Equity Webinar Series Facilitator p
Information Session Host
MƒA Connector
Praxis Prep Session Facilitator
Restorative Justice Collaborator p
Shared Knowledge Materials Screener
Small-World Network Mobilizer
Summary of Equity & Inclusion Courses p
PROFESSIONAL LEANING TEAMS (PLTS)
Activities and Projects in Algebra II: Building Blocks for Accessible Learning p
Amplify: Elementary Science for All p
Belonging Centered Instruction: Establishing Inclusive Mathematics Classrooms p
Book Club: Education Lead(her)shipDisrupting Gender Bias and Gendered Racism p
Book Club: Punished for Dreaming p Book Club: Teaching Emergent Bilingual Students With Dis/Abilities p
Exploring Social Injustice in Middle School Mathematics p
Help Me Rhonda: Implementing the Routines of Dr. Bondie for Classroom Equity p
Supporting Multilingual Learners in Algebra I Illustrative Mathematics
Ubuntu Pedagogy: It’s Not About You or Me, but We! p
MINI-COURSES
Cultivating Community: Exploring Identity and Belonging p
DEI in Action: Going Beyond Awareness and Acknowledgement in Mathematics p
Equipping Educators With an Equity Lens on Cancer p
Incorporating Equity Tasks Into Everyday Mathematics Instruction p
Intersectional Identities and Neurodivergence in Inclusive Classrooms p
The Kids Are Ready: Teaching Social Justice Through Play p
Rethinking Disability and Mathematics: Connecting Theory to Practice p
Shifting Instructional Practice to Create Anti-Racist STEM Classrooms p
Wise Feedback Across Identities: Strategies for Communicating With All Students p
SINGLE SESSION WORKSHOPS
Co-Teaching: Crafting a Successful and Effective Partnership p
Creating Inclusive Classrooms: Countering Anti-Muslim Discrimination in Schools p
Decolonizing Our Minds Through Ancestral and Indigenous Mathematics p
Fostering a Welcoming Mathematics Community p
Guardians of the Rainforest: Indigenous-Led Conservation in the Amazon p
How Homophobia, Biphobia, and Transphobia Affect Emotional and Mental Well-Being p
Increasing Multilingual Learners’ Access to Class Texts p
Intellectual Vulnerability in Mathematics Classrooms p
MLLs and the Translanguaging Classroom: Key Strategies to Get You Started p
Physics For All: Teaching Strategies to Engage All Learners p
Transformative Classrooms: Infusing Social Justice in Middle School Mathematics p
Welcoming and Empowering MLL Newcomers for NGSS Success p
AFFINITY GROUPS
Asian American, Native Hawaiian, and Pacific Islander Affinity Group p
Black, Latinx, and PoC Affinity Group p
LGBTQIA+ Affinity Group p
Muslim Educators Affinity Group p
Neurodiversity Affinity Group p
Space to Breathe: Women of Color Affinity Group p
EQUITY WEBINARS
Archaeology of the Self: Toward Sustaining Racial Literacy in Education p
Addressing Race, Health, and Equity in the Science Classroom p
COMMUNITY CONTRIBUTIONS
Equity Advisory Committee p
Equity Webinar Series Facilitator p
Restorative Justice Collaborator p
Professional Learning Teams (PLTs)
Professional Learning Teams (PLTs) are a series of four connected workshops that meet monthly over the semester and consist of small teams of teachers who come together to explore a specific problem of practice in depth.
Professional Learning Teams (PLTs)
Activities and Projects in Algebra II: Building Blocks for Accessible Learning p
Facilitated By: MƒA Master Teachers Sarah Van Etten-Thomas and Christina Varghese, Ph.D.
MONDAYS, SEP 23, OCT 7, OCT 21, JAN 6
ONLINE
MATHEMATICS
How might we create Algebra II activities with multiple entry points? Sometimes, Algebra II tasks can be lengthy and complicated or assume students already have a strong understanding of concepts. How can using short tasks and projects ensure this conceptual understanding? In this PLT, we will build on pre-existing tasks, create new ones, use the TRU framework to support teacher learning and growth, and appropriately scaffold activities for our diverse learners, including students of color, transgender and gender-expansive students, students with disabilities, and multilingual learners. We will develop activities and projects, implement them in our classrooms, reflect on our experiences, and share feedback as we modify studentvetted tasks. By the end of this PLT, we will have a toolbox of activities, projects, and rubrics for Algebra II units that challenge students, foster creative discussions, and maintain individual accountability. This PLT is best for Algebra II teachers.
Adapting APES Labs for Your Classroom
Facilitated By: MƒA Master Teachers Grace Hu and Cynthia Jimenez
WEDNESDAYS, OCT 9, NOV 6, DEC 4, JAN 8
M ƒA
SCIENCE
How might we adapt some of the nineteen new College Board laboratory investigations to meet the unique time and budget constraints of New York City classrooms? Join us to collaborate with other AP Environmental
Science teachers on testing and adapting these new labs. During the first session, we will explore the newly released labs and create working groups for those we plan to test. In the second and third sessions, each group will run through their chosen lab experiments and develop resources, tips, and tricks for running them in classrooms. In the last session, teachers will present their lab experiences and share lesson plans, student facing handouts, and slide decks to help facilitate a smooth lab experience. All current or future APES teachers are welcome.
Addressing NGSS With the New Visions Biology Curriculum
Facilitated By: MƒA Master Teachers Ben Lewin and Megan Wallner
THURSDAYS, OCT 17, NOV 7, DEC 5, JAN 16
M ƒA
SCIENCE
How might we transition from Regents-based Living Environment to NGSS (NYSSLS) Biology? Join us to better understand the New Visions Biology curriculum and work toward a smooth transition and integration of the new Regent’s investigations. In our first session, we will introduce the New Visions framework, discuss how storylines and anchoring phenomena engage students in three-dimensional learning, share previous experiences using NGSS in our classrooms, and form working groups based on content and interest for each of the six New Visions Biology units. In our second and third sessions, we will work in groups to adapt curricular materials and plan implementation. Checkpoints will allow for troubleshooting and sharing ideas between groups. The final session will allow us to share and reflect on our work and implementation. Teachers will leave with concrete classroom materials and the confidence to deliver this curriculum successfully. This course is best for any life science teacher interested in using the New Visions Biology curriculum. Both new and returning teachers are welcome.
All Things Assessment: NGSS and High School Science
Facilitated By: MƒA Master Teachers Brittany Beck and Constance Giannakakis
WEDNESDAYS, OCT 23, NOV 20, DEC 18, JAN 22
MƒA
SCIENCE
How might we develop effective NGSS-aligned assessments for our high school science courses? Join us as we discuss the skills and resources necessary to create assessments that accurately measure student understanding of NGSS standards. In session one, we will introduce NGSS principles, discuss their implications, and identify the key components of an effective NGSS-aligned assessment by analyzing those recently released for middle school. In session two, we will work in content-focused groups to examine formative assessment strategies and begin creating our own. In session three, we will explore summative assessment formats and best practices for NGSS alignment, engage in practical exercises to develop mastery-based assessments, and discuss strategies for post-assessment data analysis. Finally, we will share the assessments we created, give and receive feedback, and plan our next steps. This course is best for all high school science teachers.
Amplify: Elementary Science for All p
Facilitated By: MƒA Master Teachers Constance Clark and Graham White
WEDNESDAYS, SEP 25, OCT 30, DEC 4, JAN 8
MƒA & ONLINE
SCIENCE
+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 2 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 3 AND 4 WILL TAKE PLACE VIRTUALLY.
How might we adapt and design the Amplify curriculum so it is well-paced and appropriate for all of our elementary learners? In this PLT, we will build on our diverse backgrounds, prior knowledge, and expertise to modify elementary Amplify Science units to address the needs of all students, including those with disabilities
Professional Learning Teams (PLTs)
and multilingual learners. In our first session, we will identify student needs, share examples of modifications, select units to adapt, and create a calendar and protocols for planning and sharing our work. In session two, we will establish realistic pacing goals for our selected units, identify essential lesson components, and share resources and ideas as we modify our selected units. In session three, we will explore and adapt a unit together, focusing on how we can prioritize and organize activities to support all learners. In our last session, we will finalize our units, share our progress, plan for our next steps, and submit our updated units to the MƒA Shared Knowledge site. This course is best for elementary science teachers interested in modifying Amplify Science units.
Analyzing Errors to Provoke Meaningful Student Discussion in Mathematics
Facilitated
By:
MƒA Master Teachers Renu Budhraja and Charlie Michaelson
WEDNESDAYS, OCT 9, NOV 6, DEC 4, JAN 8
M ƒA
MATHEMATICS
How might we design activities in mathematics that anticipate student error and motivate students to take the lead in intervening to rectify common misconceptions? Error analysis is reviewing work and looking for patterns of misunderstanding. In this PLT, we will discuss the different types of errors in mathematics and how to intentionally create sample student work that promotes organic discussion on why these mistakes occur. In session one, we will dive into Sheryl Rushton’s Teaching and Learning Mathematics Through Error Analysis, a research study whose findings support and promote error analysis in the classroom for better concept retention and more robust long-term student performance. In the subsequent sessions, we
will analyze samples of errors in student work, create error analysis tasks, explore the benefits of integrating error analysis in our instruction, and compare it to the traditional instructional approach of solving problems based on correctly worked examples. Between sessions, we will pilot our created work in our classrooms and bring our experiences and artifacts back to the group for peer discussion. By the end of the PLT, teachers will leave with a database of rich tasks centered around error analysis and strategies that deepen student thinking and achieve mastery through error analysis. All middle school and high school mathematics teachers are welcome, including those who have participated in this PLT in the past and wish to expand on their work.
Belonging Centered Instruction: Establishing Inclusive Mathematics Classrooms p
Facilitated By: MƒA Master Teachers Rebecca Caporale-Guarino and Brittney Cook
WEDNESDAYS, OCT 16, NOV 13, DEC 11, JAN 15
M ƒA
MATHEMATICS
How might we create and foster inclusive mathematics classrooms using the Belonging Centered Instruction (BCI) Framework? The BCI Framework (Matthews et al., 2021) analyzes the connection between interpersonal belonging supports and instructional belonging supports to build inclusive mathematics classrooms. Together, we will create a brave space to learn about the BCI framework, reflect on our teaching practice, and investigate our strengths and growth areas. During our first session, we will focus on building trust and community while delving into the framework in an authentic and vulnerable way and formulating questions to guide our exploration. In session two, we will explore
Professional Learning Teams (PLTs)
how teachers show up in their classrooms and discuss strategies aligned with our chosen interpersonal or instructional subdimension to develop an implementation plan. In session three, we will reflect on our implementation using a data analysis protocol and share insights about our students. In our final session, we will concentrate on our professional growth and consider how to share our learnings with our schools and MƒA communities. This course is best for any mathematics teacher who wants to collaborate, reflect, and consider how to create inclusive mathematical spaces for all students.
Book Club: Education Lead(her)ship - Disrupting Gender Bias and Gendered Racism p
Facilitated By: MƒA Master Teachers Johanna Cinquegrana and Caroline Phillips
WEDNESDAYS, OCT 16, NOV 13, DEC 11, JAN 15
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF EDUCATION LEADER(HER)SHIP: ADVANCING WOMEN IN K-12 ADMINISTRATION BY JENNIE WEINER AND MONICA C. HIGGINS, WHICH CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.
How might we analyze and disrupt the gender bias and gendered racism that is deeply embedded in K-12 education leadership? In their book, Education Lead(her) ship: Advancing Women in K-12 Administration, Weiner and Higgins delve into the racial and gender disparities in K-12 education leadership. For example, although women dominate the education space, only 27% of superintendencies are held by women, with even starker numbers for women of color. Join us to explore their findings and become disruptors of the status quo! In our first session, we will explore the problems women face in education leadership. In session two, we will analyze case studies to uncover how the K-12 education system is built on both the over-reliance
and undervaluing of “women’s work.” In session three, we will explore how women experience gendered and racial microaggressions, and are cornered into failure on a “glass cliff.” In our final session, we will create a toolbox of actions that teacher leaders can take to spur change within and beyond our schools. This PLT is best for teacher leaders of all gender and racial identities who are looking to gain a deeper understanding of how patriarchal norms dominate K-12 education and how we can disrupt them.
Book Club: Punished for Dreaming p
Facilitated
By:
MƒA Master Teachers Brittney Cook and Scott Gallagher
WEDNESDAYS, OCT 23, NOV 20, DEC 18, JAN 22
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF PUNISHED FOR DREAMING BY DR. BETTINA LOVE, WHICH CAN BE REIMBURSED THROUGH THE M ƒA FLEX FUNDS PROGRAM.
How might we identify, challenge, and dismantle oppressive structures and habits in our own teaching practice? Are you passionate about reshaping education practices to promote equity and justice? In this PLT, we will use Punished for Dreaming by Dr. Bettina Love to understand the historical context of racial oppression in schools and create action plans and classroom systems that challenge and dismantle white supremacist educational practices. Together, we will brainstorm ways to empower students and cultivate inclusive learning environments where every voice is valued and every learner thrives. In our first session, we’ll look at the historical context of education for kids of color in the US. Next, we will unpack the different players in education and the harm they cause to our students. In our final two sessions, we will identify our challenges in pursuing educational justice and create action plans for our schools. This course is for any teacher passionate about reshaping education practices to promote equity and justice.
Book Club: Teaching Emergent Bilingual Students With Dis/Abilities p
Facilitated By: MƒA Master Teachers Ishrat Ahmed and Abigail Kirchman
TUESDAYS, SEP 17, OCT 29, NOV 26, DEC 17
M ƒA & ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 4 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2 AND 3 WILL TAKE PLACE VIRTUALLY. TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF TEACHING EMERGENT BILINGUAL STUDENTS WITH DIS/ABILITIES BY PATRICIA MARTÍNEZ-ÁLVAREZ, WHICH CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.
How might we better understand and support our multilingual students with dis/abilities? In this PLT, we will center the text Teaching Emergent Bilingual Students With Dis/Abilities by Patricia Martínez-Álvarez. In our first session, we will co-construct a protocol to dissect the chapters of the book, determine a rotating facilitation structure, and create a schedule for teachers to implement new practices. Sessions two and three will be led and facilitated by PLT members. We will read the following chapters: “Teaching Children With Multiple Labels,” “Humanistic Perspectives on Bilingual Education,” and “Exploring Disability With Bilingual Children.” We will dissect the text, think about specific applications to our own classrooms, try new ideas, and reflect on shifts in our practice. Finally, we will debrief classroom implementation of the practices and determine how to infuse additional practices to support MLL students with dis/abilities. This book is geared toward elementary school teachers, but all teachers are welcome as the focus will be on the intersections of ability and language learning in our classrooms.
Professional Learning Teams (PLTs)
Bringing Calculus to Life: Developing and Implementing Calculus-Based Tasks
Facilitated By: MƒA Master Teachers Kai Xin Chen and Jasper DeAntonio
TUESDAYS, SEP 24, OCT 22, NOV 26, JAN 7
M ƒA & OFFSITE
MATHEMATICS
+ PLEASE NOTE: SESSIONS 1, 2, AND 4 WILL TAKE PLACE IN-PERSON AT M ƒA. SESSION 3 WILL BE A FULL-DAY INTERVISITATION, DATE AND LOCATION TO BE DETERMINED.
How might we engage and immerse our students in the wonders of calculus? In this PLT, we will collaborate to develop interactive and cognitively demanding tasks that foster both curiosity and a deep understanding of calculus. In our first two sessions, we will identify core concepts and develop rich tasks that encourage problem-solving and connection building. Our third session will be devoted to school day inter-visitations as we observe two teacher volunteers implementing our tasks in their classrooms. In our final session, we’ll discuss the inter-vistations, identify the strengths and areas of growth in our tasks, and develop similar tasks to support other concepts in the Calculus curriculum. This PLT is best for Calculus teachers though no experience teaching calculus is necessary.
+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF BUILDING THINKING CLASSROOMS BY DR. PETER LILJEDAHL, WHICH CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.
How might we work collaboratively to implement and go beyond practices from Dr. Peter Lijedahl’s transformative book, Building Thinking Classrooms
(BTC)? This PLT is for teachers already using vertical non-permanent surfaces (VNPS), visibly random groups (VRG), thin-slice skills, verbal instruction, and thinking tasks. This course will support teachers in developing the later practices from BTC. In our first sessions, we will look at toolkit three, which focuses on meaningful notes, consolidating knowledge, and maintaining flow. We will create a plan to try these practices in our classrooms and then come together in our second session to share out and refine our work. In our third session, we’ll look at toolkit four, which focuses on evaluating what you value and reforming your grade book, and come together for our last session to share out and refine these practices. This course is best for K-12 mathematics and science teachers who have used BTC practices and are ready to dive deeper.
Building Our Forensic Files
Facilitated By: MƒA Master Teachers AJ Bute and Kristina Coker
TUESDAYS, OCT 15, NOV 12, DEC 10, JAN 21
M ƒA
SCIENCE
How might we diversify our forensic science curriculum to boost the scientific rigor and provide appropriate supports for students with learning needs? Join us in developing a library of forensic science units complete with scaffolds, extensions, and labs. In our first session, we will share our existing curricular resources, identify our crime junkiest units, and create goal-aligned pacing calendars and student-facing materials. In session two, we will use those materials to plan scaffolds and extensions, promoting equitable access to the content. In session three, we will develop unit-specific labs, building modifications and supports. Finally, in session four, we will celebrate and share our progress, give and receive feedback, and compile our work to share and submit to the MƒA Shared Knowledge site. This course is best for current and future forensic science teachers.
Building Thinking Classrooms in Mathematics: The Sequel!
Facilitated By: MƒA Master Teachers Joe Grogan, Ph.D., and Allisen Johnsen
WEDNESDAYS, OCT 23, NOV 20, DEC 18, JAN 22
M ƒA
MATHEMATICS
+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF BUILDING THINKING CLASSROOMS BY DR. PETER LILJEDAHL, WHICH CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.
How might we refine and improve our Thinking Classroom practices to best support student engagement, collaboration, and learning retention?
This PLT is designed to go beyond introductory Building Thinking Classrooms (BTC) work and is for mathematics teachers with experience implementing BTC practices and the desire to collaborate on improving. Each session will focus on one to two practices or chapters from the book identified collectively as being rich for exploration.
Professional Learning Teams (PLTs)
We will share, discuss, and analyze current practices, planning documents, class materials, and videos. By the end of each session, we will have collaboratively modified upcoming lessons to implement in our classrooms before the next session, during which we will reflect and share insights. Finally, we will create a guidebook to share challenges and potential solutions based on our implementation. Successful thin-sliced curricular tasks will be submitted to the MƒA Shared Knowledge site.
Building Thinking Classrooms in Science: Part I
Facilitated By: MƒA Master Teachers Stephanie Palumbo and Julie Wood
WEDNESDAYS, SEP 25, OCT 30, DEC 4, JAN 8
M ƒA
SCIENCE
+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF BUILDING THINKING CLASSROOMS BY DR. PETER LILJEDAHL, WHICH CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.
How might we reimagine and rebuild our science classrooms to prioritize thinking? Join us in this PLT to develop thinking tasks and assessments aligned to the routines outlined in Dr. Peter Liljedahl’s book, Building Thinking Classrooms. While the book describes routines through a mathematics lens, they have relevance in all subject areas. In the first session, we will review Dr. Liljedahl’s 14 strategies (including using vertical non-permanent surfaces, visually random groupings, and defronting the classroom) by watching videos of students doing the work and discussing the rationale behind these instructional shifts. Next, we will discuss, collaborate, and reflect on ways to start our own thinking science classrooms by creating Thinking Tasks—highly engaging non-curricular tasks—in working content groups. Then, we will present our tasks, give and receive feedback from peers, and implement our
tasks with students. Finally, we will share student work (photos and/or video) produced during our Thinking Classroom routines. We will share our successes and challenges with the routines and discuss the next steps to advance our practice.
Building Thinking Geometry Classrooms
Facilitated By: MƒA Master Teachers Patricia Fox and Diane Thole
TUESDAYS, OCT 15, NOV 12, DEC 10, JAN 21
M ƒA
MATHEMATICS
+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF BUILDING THINKING CLASSROOMS BY DR. PETER LILJEDAHL, WHICH CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.
How might we support and expand student thinking in our geometry classrooms? In this PLT, we will reflect on our current teaching practices and consider how to adapt our geometry classes to incorporate some of the 14 teaching practices in Dr. Peter Liljedahl’s book Building Thinking Classrooms. We will begin by experiencing Dr. Liljedahl’s practices as we explore how vertical non-permanent surfaces, visually random groupings, thin-slicing, and leveling to the bottom impact student learning in geometry classrooms. Then, we will work collaboratively to develop, implement, and strengthen our own geometry classrooms to support students’ thinking. We will create and launch activities for our classrooms with the opportunity to reflect on our implementation in our final session. We will share the successes and challenges of our curricular adaptations in our classrooms and plan how we can further incorporate strategies to engage our geometry learners. This PLT is best for high school geometry teachers.
Coding Across the K-5 Curriculum
Facilitated By: MƒA Master Teachers Brandie Hayes and Rebecca Lugo
MONDAYS, SEP 30, OCT 28, DEC 2, JAN 6
ONLINE
COMPUTER SCIENCE AND TECHNOLOGY
How might we integrate computer science perspectives, practices, and concepts into the elementary classroom? In this PLT, we will investigate various block-based coding platforms, including codeSpark , code.org, and CS First , from the viewpoint of both students and educators. We will consider how computer science can be integrated into our content areas in accessible and engaging ways for all elementary students. Each session will focus on one platform and include opportunities for guided play and exploration through individual and pair programming models. We will dive into available resources, brainstorm content integration for our classrooms, and collaboratively lesson plan. By the end of this PLT, teachers will leave with the confidence to teach elementary computer science concepts and the materials and structures needed to implement their lesson plans in the classroom. While this course is best for K-5 teachers, anyone looking for support introducing or integrating entry-level computer science options into their content area is welcome.
Curating
Student Web Portfolios Using Github
Facilitated By: MƒA Master Teachers Andrew O’Grady, Ph.D., and Luna Ramirez
MONDAYS, SEP 30, OCT 28, DEC 2, JAN 6
ONLINE
COMPUTER SCIENCE AND TECHNOLOGY
How might we use the GitHub platform to feature our students’ work online? Join us as we explore the capabilities of GitHub as a classroom tool, from creating a single webpage to deploying a gallery of student work. In session one, teachers will explore how to use GitHub to organize and improve their class workflow by creating individual and collaborative group projects. In session two, teachers will learn how GitHub can host student
Professional Learning Teams (PLTs)
work and create online portfolios, including how to structure portfolios, provide feedback, and showcase student work. In the final session, teachers will create materials to use these new tools in the classroom. By the end of the course, teachers will confidently be able to use GitHub to enhance their teaching and engage their students in meaningful learning experiences. Teachers should have a basic knowledge of HTML.
Designing Science PBATs for Real-World Engagement
Facilitated By:
MƒA Master Teachers Kara MacDevitt and Raka Spoerri
THURSDAYS, OCT 17, NOV 14, DEC 19, JAN 16
ONLINE
SCIENCE
How might we design engaging and meaningful science Performance Based Assessment Tasks (PBATs) to empower our students and connect them with the real world? In this PLT, we aim to develop PBATs that measure student achievement and cultivate authentic, real-world connections and engagement with content. Whether you are new to PBATs or an experienced expert, join us to foster a collaborative environment where we can share best practices, refine our assessment strategies, and enhance student learning outcomes. In our first session, we will examine the “why” of PBATs through readings, analyses of existing PBATs from our schools, and exploration of resources from The New York Performance Standards Consortium
In our second and third sessions, we will split into content-based working groups to collaboratively plan an assessment task, including a description and supporting curriculum plan. In our final session, we will share our work and engage in a feedback protocol. Teachers will have access to and are encouraged to share their assessment rubric templates, examples of successful
PBATs, presentation videos, and curated readings on assessment theory. This course is best for Consortium School teachers, but all high school teachers seeking to integrate PBATs into their classrooms are welcome.
Designing Student-Led Lab Investigations
Facilitated By: MƒA Master Teachers Pravesh Shiwnarain and Kevin Wright
WEDNESDAYS, OCT 16, NOV 13, DEC 11, JAN 15 ONLINE
SCIENCE
How might we balance teaching science content with time for students to “plan and carry out investigations?”
Join us in this PLT as we strengthen our knowledge and implementation of this science and engineering practice through NSTA’s Argument-Driven Inquiry (ADI)! We will open by discussing ADI and how to scaffold the process for all learners. Then, we will work in small groups to brainstorm experiments for classroom implementation. In the second and third sessions, we will co-create and adapt experimental instructions, slideshows, kits, and rubrics to optimize student leadership. In our final session, we will present our experiments and engage in feedback cycles for further improvement and iteration. Teachers will leave with a shared resource folder to take back to their science departments and classrooms. All high school science teachers are welcome.
Digging Into the New Earth and Space Science Investigations
Facilitated By: MƒA Master Teachers Mike Fernandez and Gloria Nicodemi
TUESDAYS, SEP 17, SEP 24, OCT 8, OCT 22
MƒA
SCIENCE
How might we adapt and incorporate the new 2025 Earth and Space Science Investigations into our diverse classrooms? Join us in conducting each investigation and collaboratively developing modifications and differentiation strategies. In session one, we will focus on Unearthing Mars – A Historical Perspective; session
two, The Ripple Effect – The Work of Water Across New York State Surfaces; and session three, The Sky is the Limit – Decoding Weather Conditions. We will review each investigation, step in and out of teacher and student roles to conduct the investigation, and then collaboratively create and modify scaffolds for our diverse classrooms. The final session will explore and expand on the use of these investigations in our classrooms and the implementation of the NYSSLS this year. All Regents Earth and Space science teachers are welcome.
Professional Learning Teams (PLTs)
Elevate and Co-Create: Growing a Cogen Culture in Your Classroom
Facilitated By: MƒA Master Teachers Alex Cristando and Deborah McLaughlin
TUESDAYS, SEP 24, OCT 22, NOV 26, JAN 7
MƒA
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: TEACHERS ARE ENCOURAGED, BUT NOT REQUIRED, TO PURCHASE THEIR OWN COPY OF FOR WHITE FOLKS WHO TEACH IN THE HOOD…AND THE REST OF Y’ALL TOO BY DR. CHRISTOPHER EMDIN, WHICH CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.
Popularized by Dr. Christopher Emdin in his influential book, For White Folks Who Teach in the Hood…and the Rest of Y’all Too, cogenerative dialogues (or cogens) are formal conversations between teachers and a small representative sample of their students aimed at improving the classroom community through cycles of actionable feedback. These structured talks reimagine learning, foster nuanced critiques of our teaching, and challenge inherent power differentials in traditional classrooms. In session one, we will read and discuss Emdin’s work to implement cogens more effectively in our classrooms. In our remaining sessions, we will take turns sharing our experiences as we discover firsthand what works well, what falls flat, and how we can support each other. All are welcome. No previous experience with cogens is necessary, only a willingness to try and a desire to be held accountable.
Exploring Social Injustice in Middle School Mathematics p
Facilitated
By:
MƒA Master Teacher Michelle George and Genesis Grullon
TUESDAYS, OCT 15, NOV 12, DEC 10, JAN 21
MƒA
MATHEMATICS
+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF MIDDLE SCHOOL MATHEMATICS LESSONS TO EXPLORE, UNDERSTAND, AND RESPOND TO SOCIAL INJUSTICE BY CONWAY IV ET AL., WHICH CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.
How might we explore social justice issues connected to mathematics in our classrooms? Join us in diving deep into the book Middle School Mathematics
Lessons to Explore, Understand, and Respond to Social Injustice by Conway IV et al. to look at how we can seek to explore and understand social injustice through mathematics. We will read a few book chapters before each session, look at the lessons provided for each domain of standards, and incorporate these ideas into our current (or upcoming) school year unit plans. First, we will discuss the importance of teaching mathematics for social justice and share how we build community in our classrooms. Next, we will look more closely at the components and tools needed to build a classroom centered on social justice. Then, we will explore and discuss the implementation of a lesson in our classrooms. Finally, we will create lessons or incorporate the sample lessons provided by the book into our current unit plans. This PLT is best for middle school mathematics teachers looking to build social justiceoriented classrooms.
The Four Course Problem: Revamping AP Physics
Facilitated By:
MƒA Master Teachers
Ghada Nehmeh, Ph.D., and Mallory Womer
MONDAYS, SEP 30, OCT 28, DEC 2, JAN 6 ONLINE SCIENCE
How might we align our AP Physics courses to the new College Board requirements? The 2024-2025 school year will see revisions to all four AP Physics
courses, aiming to establish consistent language and clear transitions between them. In the first session, we will review the College Board updates and work collaboratively across all courses to make our language more consistent. During session two, we will focus on the scope and depth of the newly added topics and their impacts on our current syllabi. In session three, we will work in course-specific small groups to build exemplary assessments reflecting the College Board’s goals of aligning essential knowledge statements, learning objectives, and the NGSS science and engineering practices. In the final session, we will share our work, give and receive feedback, and plan for our next steps. Teachers will leave with activities, tools, resources, and course calendars that better align with the new AP requirements. This course is best for AP Physics teachers.
From Ego to Conscious Teaching
Facilitated By: MƒA Master Teachers Lion Jasmin and Arah Lewis
TUESDAYS, SEP 17, OCT 29, NOV 26, DEC 17
M ƒA & ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 4 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2 AND 3 WILL TAKE PLACE VIRTUALLY. WHILE WE WILL PROVIDE APPROPRIATE EXCERPTS FROM THE TEXT, TEACHERS ARE ENCOURAGED TO PURCHASE THEIR OWN COPY OF THE CONSCIOUS PARENT BY DR. SHEFALI TSABARY, WHICH CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.
How might we become more conscious teachers, better in tune with our internal selves as the uncertainties of the classroom unfold? In this PLT, we will use the book The Conscious Parent by Dr. Shefali Tsabary to help us process and improve our relationships with students. While we may not all be parents, we all significantly impact children’s lives. Being conscious and mindful of who we are and what we feel will allow us to better support and manage our classrooms. In session one, we will name and discuss how traditional and hierarchical classroom systems haven’t worked for us or our students. In session two, we will use The Conscious Parent to recognize, reflect, learn, and process how we
Professional Learning Teams (PLTs)
accept and welcome blows to our egos as we work to dismantle a hierarchical classroom. In session three, we will move from awareness of our internal moments to exploring how to make choices from a place of consciousness. In our final session, we will learn, share, and reflect on the practical applications of being a conscious teacher. All are welcome.
Help Me Rhonda: Implementing the Routines of Dr. Bondie for Classroom Equity p
Facilitated By: MƒA Master Teachers Robin Norwich and Yvette Silver
THURSDAYS, OCT 17, NOV 7, DEC 5, JAN 16
MƒA
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF DIFFERENTIATED INSTRUCTION MADE PRACTICAL BY DR. RHONDA BONDIE AND AKANE ZUSHO, WHICH CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.
How might we “Bondify” our teaching practices? There’s a reason why Dr. Rhonda Bondie’s workshops fill up in minutes. Her routines inspire us, but bringing them to life in our classrooms can be challenging. Together, we will immerse ourselves in her philosophy as we read her Differentiated Instruction Made Practical book, conduct action research, reflect on our practice, and encourage one another. In our first session, teachers will acquaint themselves with Rhonda’s approach of using learning routines as powerful tools for inclusive classrooms, guided by her book’s prologue. Next, we will review the highlights of chapter one and prepare ourselves to implement one or more of Rhonda’s techniques with our own students. By session three, we will have engaged in action research by trying these practices in our classrooms, and we will reflect on how they helped support our most vulnerable students. In our final session, we will summarize chapters four and five, share tips and insights, and set intentions for further reading
and experimentation as we make Rhonda’s methods a central feature of our teaching practice. This PLT is appropriate for longtime Rhonda Bondie fans and those hearing her name for the first time.
Hitting Pause: Reflection as a Conduit for Joy
Facilitated By: MƒA Master Teachers Michael Holmes and Sjene Kendrick
THURSDAYS, OCT 17, NOV 14, DEC 19, JAN 16
ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
How might we create opportunities to pause, celebrate successes, acknowledge challenges, and figure out a plan to move forward with more joy and peace? Join us to explore easy reflective practices that encourage fulfillment and joy in the classroom and in our personal lives. In each session, we will discuss resources and protocols to guide individual and collaborative reflection, provide dedicated time to work on self-selected goals, and help develop structures for continued reflection. In session one, we will brainstorm our lists of goals and focus on community building as our first collaborative reflection topic. In the second session, we will continue to allow space for individual reflection while focusing on aspects of classroom culture, such as student agency. In the third session, we will center our reflections on student participation and collaboration. Our last session will be based on the needs and topics of interest gathered throughout the course. This PLT will give teachers at any grade level dedicated time to think about what matters most to them and start making it happen.
Illustrative Mathematics: Access to Students of All Abilities
Facilitated By: MƒA Master Teacher Benjamin Allen, Emma Haddad, and Ryan Paul
WEDNESDAYS, SEP 18, OCT 23, NOV 13, DEC 4
ONLINE
MATHEMATICS
How might we use the Illustrative Mathematics (IM)
curriculum to give all students access and entry points into rigorous mathematical tasks? Join us as we unpack IM lessons and tasks to support our students and their learning. In our first session, we will familiarize ourselves with accessing the curriculum and break into grade level groups to explore entry point structures and methods and how they allow students to construct their mathematical knowledge. Teachers will identify shortterm goals for their chosen lessons as well as longterm goals for their chosen unit. In each session, we will break into cross-grade level groups to model and analyze the various techniques and strategies enabling students of all mathematical abilities to access rigorous mathematical tasks, build their own understanding, share their ideas and thinking, and complete assessments. This PLT is best for any mathematics teacher interested in using the Illustrative Mathematics curriculum.
Professional Learning Teams (PLTs)
Illustrative Mathematics in Your Elementary or Middle School Classroom
Facilitated By:
MƒA Master Teachers Corey Levin and Rachel Woolley
TUESDAYS, OCT 1, OCT 29, DEC 3, JAN 14 ONLINE
MATHEMATICS
How might we implement the Illustrative Mathematics (IM) curriculum in our K-8 classrooms to facilitate powerful mathematics work, equitable access to content, and student agency? As more elementary and middle schools adopt IM, we must face challenges regarding pacing, differentiating, and adapting new lesson structures. Together, we will explore the structures of IM, create adaptive curriculum maps, take part in lesson studies, explore how to engage students, and troubleshoot issues we face while remaining faithful to the curriculum. In our first session, we will share our hopes and fears about teaching mathematics while digging into the underlying philosophy of the IM curriculum. Then, we will look at how IM supports deep mathematical thinking and how we might want to make adjustments in our classrooms to support learning. During each session, we will experience an IM lesson as students, plan within grade bands, and have whole group discussions on differentiation, student data, intersections of IM with Building Thinking Classrooms, engagement, test prep, and understanding IM language and learning routines. All elementary and middle school teachers, both new and experienced with IM, are welcome.
How might we create interdisciplinary units using the seventeen Sustainable Development Goals (SDGs) as a pedagogical framework? The SDGs are a “shared blueprint and urgent call to action by all countries, in global partnership, to achieve prosperity and peace for people and the planet” (usaforsdgs.org). We will begin with an introduction to the UN SDGs and analyze an example of incorporating one of the goals into a curriculum. In sessions two and three, we will collaboratively create an interdisciplinary curriculum through the lens of the SDGs, give and receive feedback to each other on lessons, and implement our work. Finally, we will share student work and our successes and challenges. This course is best for any teacher interested in infusing sustainability into their classrooms and encouraging students to become advocates for change.
Making Nontraditional Grading Work in Traditional Schools
Facilitated By: MƒA Master Teachers Ronnie Almonte, Marissa Maggio, and Devin Sprague
TUESDAYS, SEP 17, OCT 29, NOV 26, DEC 17
MƒA & ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 4 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2 AND 3 WILL TAKE PLACE VIRTUALLY.
How might we implement grading for equity, standardsbased grading, or other nontraditional grading practices in schools valuing traditional practices? Join us to work together in identifying and implementing concrete improvements to our assessment, feedback, and/or grading systems. In our first session, we will review how traditional grading practices introduce mathematical
inaccuracy and bias, and identify an area of grading each participant would like to focus on. In our second session, we will study some practical approaches to implementing grading reforms in individual classrooms, including the mechanics of different grading systems and methods of hacking traditional gradebook software. Our third session will focus on planning implementation of a small step towards grading reform within our classrooms. Throughout the first three sessions, each facilitator will present a synopsis of their current approach to making nontraditional grading work within a traditional school culture. Finally, our fourth session will include time for teachers to share their implementation experiences and get feedback from the group. While much of our work is anchored in Joe Feldman’s Grading for Equity, participation in the PLT does not require purchasing the book. We will also use resources from the Grading for Growth Blog and The Grading Podcast . This PLT is for middle and high school teachers in traditional schools looking to shift their grading practices to be more mathematically accurate, bias-resistant, and motivational.
Providing Meaningful and Timely Feedback in Statistics
Facilitated By: MƒA Master Teachers Kent Hansan and Mimi Ong Ante
THURSDAYS, OCT 17, NOV 7, DEC 5, JAN 16
MƒA MATHEMATICS
How might we provide meaningful and timely feedback to our students in Statistics? In this PLT, we will examine student work and determine the feedback that will push student thinking as they progress through a Statistics course. During each session, at least two teachers at different points in their Statistics teaching journey will provide student artifacts exemplifying their current feedback practices to ground our conversations. In small groups, we will consider the most effective feedback for moving students forward, guided by articles about mathematics feedback. Then, we will look
Professional Learning Teams (PLTs)
ahead to future units of study to target opportunities for providing meaningful feedback. Throughout the PLT, we will create tools like feedback rubrics that teachers can adapt and use in their classrooms. This PLT is for any statistics teachers, AP and non-AP, looking to develop and share systems and strategies for meaningful feedback.
your NGSS journey, join us as we align our labs with the new standards using the claim, evidence, and reasoning (CER) framework. In the first session, we will discuss our experiences and comfort with the NYSSLS, analyze an NGSS-structured instructional sequence, and explore the CER framework. In session two, we will collaboratively examine a sample lab to develop a CER focus question. In small groups, we will design scaffolds and extension questions, identifying access points for students to expand their skills beyond constructing explanations to engaging in argumentation from evidence. In session three, we will select a lab and modify it to include the CER framework, scaffolds, and extensions. Between sessions three and four, we will implement the lab in our classrooms and collect student work. We will conclude the PLT with small group reflection on our successes, challenges, and next steps. Teachers will leave with a collection of modified, NGSSaligned labs. This course is best for Regents chemistry teachers.
Supporting Multilingual Learners in Algebra I Illustrative Mathematics p
Facilitated By: MƒA Master Teachers Daniel Holstein and Juliana Ritter
TUESDAYS, OCT 1, OCT 29, DEC 3, JAN 14
MƒA
MATHEMATICS
Reacting to NGSS: Chemistry Labs and CER Modifications
Facilitated By: MƒA Master Teachers Lauren Leonardson and Dilruba Mannan
THURSDAYS, SEP 19, NOV 14, DEC 5, JAN 23
MƒA
SCIENCE
How might we modify our chemistry labs to incorporate the NGSS science and engineering practice of “constructing explanations?” Wherever you are on
How might we better implement the Illustrative Mathematics (IM) Algebra I curriculum to equitably serve our multilingual learners (MLLs) using language routines? We will begin by learning how to teach a constructivist mathematics curriculum and using our expertise to tailor language routines. We will explore different resources, including the IM Mathematical Language Routines, the Center to Support Excellence in Teaching at Stanford University, the NYC DOE’s Division of Multilingual Learners, and Universal Design for Learning. In the following sessions, we will create, modify, and apply language learning protocols to upcoming lessons in our classrooms. In our last session,
we will debrief those lessons and discuss ways for sharing and systematizing our language protocols going forward. We aim to build a reservoir of language routines to share with the MƒA community. This PLT is best for Algebra I teachers working with MLLs in Illustrative Mathematics.
Tackling the New Regents Biology Investigations
Facilitated By: MƒA Master Teachers Napoleon Knight and Marilyn Wells
THURSDAYS, OCT 24, NOV 14, DEC 19, JAN 16
MƒA
SCIENCE
How might we best prepare our students for the new NY state Biology investigations? As of fall 2024, teachers must assess students’ knowledge and skills through a series of three new investigations. In the first three sessions, we will dive deep into these investigations: (1) Structure and Function: Balancing Act; (2) Inheritance and Variation of Traits: Unraveling the Mystery of Lactose Tolerance; and (3) Interdependent Relationships in Ecosystems: For the Birds. We will review materials, complete the investigation as students, and brainstorm modifications and possible scaffolds to support student success. In the final session, we will reflect on our work, share resources, provide feedback, and set goals for our next steps. This course is best for Regents biology teachers.
Ubuntu Pedagogy: It’s Not About You or Me, but We! p
Facilitated By: MƒA Master Teachers Kernita Sylvester-Mwalumogo, Ellie Williamson, and Alvis Wilson
TUESDAYS, OCT 1, OCT 29, DEC 3, JAN 14
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
How might we build transformative and cohesive classroom communities with Ubuntu Pedagogy? Ubuntu pedagogy is grounded in the African philosophy of Ubuntu, meaning “humanity to others” in Bantu. It is a
Professional Learning Teams (PLTs)
transformative decolonial approach, emphasizing social justice, inclusion, and our shared humanity. In this PLT, we will infuse Ubuntu pedagogy into our teaching as we collectively and critically examine our practices to create learning environments that are supportive, inclusive, and empowering for all students. In our first session, we will discuss the principles of Ubuntu pedagogy and brainstorm ways to practice those principles in our classrooms. We will create surveys to help us gain insight into students’ perceptions of the classroom community before and after implementing strategies aligned with specific tenets of Ubuntu pedagogy. In the second and third sessions, teachers will share one Ubuntu principle of interest and how they implemented it into their practice. In the fourth session, we will discuss the implications of our work and how we can turn key this work within our communities. This PLT is open to all high school teachers.
What Is Happening?! Processing Current Events in Class
Facilitated By:
MƒA Master Teachers Matt Baker and Kristen Brown
TUESDAYS, SEP 24, OCT 22, NOV 26, JAN 7
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
How might we develop guidelines and structures for classroom discussions about current events? With so much happening in the news daily, teachers need established routines to foster meaningful and academic conversations about current events and protocols that help them feel more confident in facilitating these discussions. In this PLT, we will work together to adapt a framework from Facing History. Our first session will focus on building community and experiencing the protocol as students. In our second session, we will discuss what’s needed to facilitate the process in our
classrooms and start gathering resources. In our third and fourth sessions, we will share our experiences implementing the framework in our classrooms, troubleshooting issues, developing materials, and facilitating discussions. This PLT is for anyone interested in helping their students engage with current events. We will likely discuss serious, hard, or heavy topics throughout this course.
What Should Students Learn?: Updating Your Mathematics Curriculums
Facilitated By:
MƒA Master Teachers Jessica Auriemmo and Pearl Ohm
WEDNESDAYS, OCT 9, NOV 6, DEC 4, JAN 8
M ƒA
MATHEMATICS
How might we reshape the traditional secondary mathematics curriculum to provide new, meaningful pathways for our students to explore the depth and breadth of mathematics? In this PLT, teachers
will collaborate to examine their schools’ current mathematics programs, understand why and how they were established, and identify who benefits and who may be marginalized. This PLT will explore alternative approaches and involve teachers: (1) describing their current situation and identifying growth areas; (2) defining and articulating their core values; (3) starting conversations with colleagues and seeking support from thought partners and allies; (4) developing concrete changes to their schools’ programs; (5) navigating the protocols and hierarchies of stakeholders and decisionmakers; (6) creating and communicating an action plan to students and families; and (7) implementing a plan to collect data and evaluate the impact of the changes. This PLT is best for high school mathematics teachers who have agency in what and how they teach and are interested in advocating for school-level change. It is open to both new and returning teachers, as the goal is to provide support throughout the sometimes slow process of enacting change.
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.
Mini-Courses
AI Data Challenges in the Mathematics Classroom Facilitated
By: Stéphane Mallat, Ph.D., and Akim Viennet
WEDNESDAYS, NOV 6, NOV 13, NOV 20, JAN 15
M ƒA & ONLINE
MATHEMATICS
+ PLEASE NOTE: THIS IS A FOUR SESSION HYBRID MINICOURSE. SESSIONS 1, 2, AND 3 WILL TAKE PLACE IN-PERSON AT M ƒA. SESSION 4 WILL TAKE PLACE VIRTUALLY.
Do your students see artificial intelligence (AI) as a mysterious concept unrelated to mathematics? Join us to learn how to integrate AI data challenges into your teaching using MathAData based on research from the École Normale Supérieure and the Collège de France. These challenges will involve real-life problems such as image classification, medical diagnostics, and whale song recognition. Teachers will receive practical guidance and software tools to help implement this approach in their classrooms. First, we will cover pedagogical sequences and provide examples of integrating AI challenges into specific mathematics units. We will demonstrate how students can manipulate data and use mathematical tools with interactive software to propose creative solutions. Then, teachers will have the opportunity to collaborate with a mathematics teacher from France who has successfully integrated this method into their teaching. In the final session, teachers will share their reflections and feedback from implementation. This course is best for high school mathematics teachers curious about AI.
Dr. Stéphane Mallat is an applied mathematician, Professor at the Collège de France in Paris, and distinguished research scientist at the Flatiron Institute in New York. His research and teaching focus on the mathematics of artificial intelligence, and he is dedicated to developing innovative pedagogical methods for teaching high school mathematics through practical applications.
Akim Viennet graduated from the Paris École Normale Supérieure and worked on several teaching projects before joining MathAData. He develops educational resources in collaboration with partner teachers and academics. Thanks to his class time with students, Akim has acquired extensive hands-on experience teaching high school mathematics.
AI for All: Leveraging Machine Learning for the Leary
Facilitated By: MƒA Master Teachers Diana DePaula and Maria Giambanco
TUESDAYS, NOV 12, NOV 26, DEC 10
MƒA
COMPUTER SCIENCE AND TECHNOLOGY
Do you spend too much time formatting lesson plans or finding the right wording for worksheets? Good news! With AI technology, you can delegate tasks like these to a virtual assistant and free up your time to focus on creative teaching. Your AI assistant can even complete these tasks in your voice, personalizing the content without extra effort. In fact, AI helped us write this description! In this mini-course, teachers will explore five widely available free AI tools: ChatGPT, Gemini , Diffit , MagicSchool , and Grammarly. We will see how to use these tools to differentiate materials, create lesson plans and worksheets, and write emails and study guides. Most importantly, we will discuss the ethics of AI use and how to teach ourselves and our students to use these tools responsibly and with proper acknowledgment. All are welcome, especially those hesitant about using AI in the classroom. Teachers are encouraged to bring their own electronic devices.
Diana DePaula is an MƒA Master Teacher and science teacher at Fort Hamilton High School in Brooklyn.
Maria Giambanco is an MƒA Master Teacher and science teacher at High School of Telecommunication Arts and Technology in Brooklyn.
AP Precalculus
Facilitated By: MƒA Master Teachers Sharon Collins and Dustin Shutes
THURSDAYS, OCT 17, OCT 24, NOV 14 ONLINE
MATHEMATICS
Will you teach AP Precalculus this year, or are you interested in learning more about this course? Join us to dive deeply into AP Precalculus, a new course introduced in the 2023-2024 academic year, as we prepare students for other college-level mathematics and science courses. In our first session, teachers will
interactively explore the course overview provided by the College Board and valuable resources created by teachers. In the second session, we will delve into the four course units, share specialized topics, and discuss best practices learned from teaching other AP or non-AP courses. In the final session, we will analyze problems from the inaugural 2024 exam, discuss the value of students taking AP Precalculus, and showcase all the knowledge we have gained! This mini-course is best for any current or future AP Precalculus teacher.
Sharon Collins is an MƒA Master Teacher and mathematics teacher at New Heights Academy Charter School in Manhattan.
Dustin Shutes is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.
The Big Ideas of Linear Algebra
Facilitated By: Francis Su, Ph.D.
TUESDAYS, OCT 1, OCT 15, OCT 29
ONLINE
MATHEMATICS
While linearity often hides in the world around us, it is, in fact, a fundamental mathematical concept. Linear algebra helps us to uncover these hidden structures. With the growth of data science, its importance in the early stages of mathematics teaching and learning is increasing. In this course, we will explore an introduction to ten big ideas of linear algebra to help us better understand the subject and learn how to prepare our K-12 mathematics students to appreciate and uncover its applications and beauty. We’ll discuss linearity, practice thinking about it algebraically and geometrically, see how to keep track of linear information in a matrix, learn why matrix multiplication is defined so strangely, and discuss how it corresponds geometrically to a linear transformation. We’ll also unpack the ideas of eigenvectors and eigenvalues, which appear broadly in both classical and quantum mechanics. And finally, we’ll conclude with an introduction to the singular value decomposition, a frequently used tool to find hidden structure in data (e.g., data compression and making Netflix recommendations). All mathematics teachers are
Mini-Courses
welcome. The only prerequisite is a desire to learn why algebra and geometry are so inextricably linked and a willingness to use analogies to stretch one’s ability to visualize more than three dimensions.
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, has been translated into eight languages. It is an inclusive vision of what mathematics is, who it’s for, and why everyone should learn it.
Biotech 101: Restriction Analysis and Bacterial Transformation
Facilitated By: Kelsie Anson, Ph.D., and MƒA Master Teacher Emily Birden
TUESDAYS, SEP 24, OCT 1
OFFSITE
SCIENCE
+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE. ALL SESSIONS WILL TAKE PLACE OFFSITE AT THE DNA LEARNING CENTER IN BROOKLYN.
Are you new to genetic engineering and eager to learn how to bring it to your students in hands-on and engaging ways? Join us in this two-session mini-course as we explore two lab protocols: DNA restriction analysis and bacterial transformation. In session one, we will use restriction enzymes and gel electrophoresis to understand how DNA from different species can be combined. In session two, we’ll observe an example of recombination by transforming bacteria with a gene for green fluorescent protein (GFP) found in some jellyfish species. Throughout, we’ll discuss other applications of these techniques, how to adapt the labs to fit the needs of different classrooms, and how to address common misconceptions many students hold about genetic engineering. At the end of the course, teachers will be eligible to rent classroom kits containing all the necessary tools and supplies to easily implement the labs in their own classrooms. This course is best for life science teachers new to electrophoresis and transformation and interested in learning more about biotechnology basics.
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.
Emily Birden is an MƒA Master Teacher and science teacher at School of the Future High School in Manhattan.
ChatGPT: A Teacher’s Guide
Facilitated By: Jeff Olson and MƒA Master Teacher
Marisa Shuman
TUESDAYS, SEP 17, SEP 24, OCT 1
MƒA
COMPUTER SCIENCE AND TECHNOLOGY
Media coverage of ChatGPT, Large Language Models (LLMs), and Artificial Intelligence (AI) is highly polarized, and sifting through the opinions of both evangelists and skeptics is a full-time job. As teachers, we navigate the additional challenges of ensuring academic honesty and managing changing school policies. We can’t be sure how advancements in AI will impact the future of work and education, but we can make some sensible decisions based on the present. First, we will dive into a LLM to understand what it is, how it works, and why it has been so disruptive. Then, we will practice using AI tools, specifically ChatGPT, to discuss their strengths, weaknesses, and risks as teaching or learning tools. And finally, we’ll share resources on ethical considerations, from academic dishonesty to the potential repercussions of AI use.
Jeff Olson is a Technical Training & Onboarding Leader. 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 and New York City. He believes learning to code is the most empowering experience a high school student can have and all students deserve access to this life-changing and joyful form of fun.
Marisa Shuman is an MƒA Master Teacher and computer science teacher at Young Women’s Leadership School of the Bronx.
A Closer Look at Cubic Equations
Facilitated By: MƒA Master Teacher Arup Mukherjee and MƒA Emeritus Teacher Kent Freeman, Ph.D.
THURSDAYS, OCT 17, OCT 24, NOV 7
M ƒA
MATHEMATICS
Every Algebra II and Precalculus course covers solving certain types of cubic polynomial equations
Mini-Courses
using grouping, the rational roots theorem, or other factoring tricks, but what happens when these methods fail? If a cubic formula analogous to the quadratic formula exists, why isn’t it taught at the high school level? This mini-course addresses these questions by giving an overview of the theory of cubic polynomials, including a review of the complex variable techniques needed for a complete understanding. We will explore Cardano’s Method and Viete’s Formula and visualize complex roots on a real cubic polynomial graph as we problem-solve and discuss these topics. We aim to collaborate on ways to bring these concepts back to our classrooms. This course is best for Algebra II and Precalculus teachers, although teachers from all backgrounds and disciplines are welcome.
Arup Mukherjee is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.
Dr. Kent Freeman is an MƒA Emeritus Teacher and mathematics teacher at Bard High School Early College Queens.
Coding Challenges With Advent of Code
Facilitated By: MƒA Master Teacher Adam Prado
WEDNESDAYS, DEC 4, DEC 11, DEC 18
M ƒA
COMPUTER SCIENCE AND TECHNOLOGY
Themed around elves in ridiculous situations, Advent of Code is a set of daily coding challenges for the month of December. In this course, we will collaboratively discuss and solve these challenges at multiple entry points and difficulty levels. In our first session, we will familiarize ourselves with Advent of Code and learn methods of translating data from the site into usable formats for various programming languages. We will also tackle the first few challenges and strategize for the upcoming sessions. In the second session, we will form small groups based on coding language to collaboratively create a shared document for solutions, resources, and hints. In the final session, we will
explore ways to incorporate these coding challenges into our classrooms, develop similar challenges for our students, and adapt the questions in our guides. This course is best for teachers with a basic understanding of at least one coding language.
Adam Prado is an MƒA Master Teacher and computer science teacher at Pace High School in Manhattan.
Coding FUNdamentals: Introduction to Minecraft and Computer Science
Facilitated
By:
MƒA Master Teacher Luis Saltos
TUESDAYS, OCT 1, OCT 15, OCT 29
MƒA
COMPUTER SCIENCE AND TECHNOLOGY
+ PLEASE NOTE: TEACHERS ARE EXPECTED TO DOWNLOAD MINECRAFT EDUCATION ONTO THEIR DEVICES, ENSURING A HANDS-ON AND INTERACTIVE LEARNING EXPERIENCE.
Dive into the world of Minecraft Education , where coding is as exciting as mining for diamonds! This mini-course will turn you into a coding hero, ready to inspire your students by gathering resources and building structures with block-based skills. Together, we will explore each of the 18 coding fundamental lessons found in Minecraft Education and learn how to apply these concepts in a survival campaign. In our first session, teachers will explore basic coding concepts like algorithms and loops. Then, we will dive into sequencing and conditionals. Finally, we will cover advanced topics like functions and lesson planning. Throughout the course, we will engage in handson activities, collaborative discussions, and shared lesson planning, fostering a vibrant and engaging learning community. Recognizing teachers’ diverse backgrounds, we will tailor support to varying levels of prior knowledge, ensuring inclusivity throughout the learning experience. This course is best for elementary and middle school teachers. No prior coding knowledge is required. Get ready to level up your teaching game!
Counting Made Easy
Facilitated By: MƒA Master Teacher Stan Kats
TUESDAYS, OCT 1, OCT 15, OCT 29
MƒA
MATHEMATICS
Counting is a difficult topic in mathematics. In this course, we will define “counting,” discuss strategies for challenging problems we may be hesitant to teach, and plan how to address this topic with students. We will connect important mathematical concepts to counting and provide stories and insights to help others approach counting differently. In our first session, we will discuss the counting concepts of probability, permutations, and combinations, and the properties of Pascal’s Triangle. In our second session, we will review bijections and relate common counting problems to algebra, precalculus, and calculus, allowing teachers to use known methods to solve complex problems. In our third session, we will discuss combinatorial arguments and strategies for solving the most challenging realworld problems that typically use calculus through words and storytelling. This course is best for those teaching high school combinatorics, but those with knowledge of calculus and combinatorics will also enjoy the course.
Stan Kats is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.
Cultivating Community: Exploring Identity and Belonging p
Facilitated By: Lindsey Charles
TUESDAYS, NOV 12, DEC 3, DEC 10
MƒA
INQUIRY, PRACTICE, AND LEADERSHIP
How might we build a dynamic and supportive community that delves into the complexities of identity and belonging? Join us to embark on a journey of collective exploration and to deepen our understanding of how identity influences our sense of dignity, safety, and belonging within our communities. Through storytelling, restorative circles, freedom dreaming, and collaborative exercises, we will lay the
Luis Saltos is an MƒA Master Teacher and computer science teacher at J.H.S. 189 Daniel Carter Beard in Queens.
Mini-Courses
groundwork to foster stronger relationships, enhance self-awareness, and cultivate a shared vision for a more inclusive and empathetic community. This course is best for teachers who support advisories or wish to cultivate deeper, more meaningful connections with students, colleagues, and community members.
Lindsey Charles is a licensed social worker and a certified health coach with over ten years of non-profit experience. A former consultant for Vision Change Win, Lindsey worked with clients on various issues, including conflict resolution, mediation, restorative practice, diversity and inclusion strategies, and physical and verbal de-escalation.
DEI in Action: Going
Beyond Awareness and Acknowledgement in Mathematics p Facilitated By:
Aris Winger, Ph.D.
MONDAYS, SEP 23, SEP 30, OCT 7 ONLINE
MATHEMATICS
Have you been to multiple talks by great diversity, equity, and inclusion (DEI) speakers or read many books about DEI topics? Have you made subsequent changes in your classroom? Join us to figure out what’s next. In this mini-course, we will focus on making concrete, impactful changes in our mathematics classrooms. First, we will consider liberatory frameworks like The Rights of the Learner Model (Kalinec-Craig) and Axioms of Cultivating Diversity in Mathematics (Ardila-Mantill). We will reexamine and reinforce new classroom norms as we unpack these frameworks. Then, we will interrogate the power of language inside mathematics classrooms and consider the implementation of the THINK framework. Finally, we will investigate psychological safety and power in mathematical spaces and discuss strategies for feedback, getting insight into students’ lives, and finding accountability in our power as educators. These frameworks will span a list of pedagogical reforms, including equity audits of our written words, new models for how we speak, reframing “help,”
creating more space for student voice and power, and reimagining the meaning and methods of grading. By the end of this course, teachers will have created new equity-infused tools to uplift and empower all students. All mathematics teachers are welcome.
Dr. Aris Winger is the Executive Director of the National Association of Mathematicians and a mathematics professor at Georgia Gwinnett College. A native of Washington D.C., he graduated from Howard University (B.S. in Mathematics) and Carnegie Mellon University (M.S. and Ph.D. in mathematical sciences). His current areas of interest and research include equity in mathematical spaces, culturally responsive teaching, social justice mathematics, and creating spaces where marginalized groups feel a sense of belonging in STEM. This mission has led him to co-author a book series, Advocating for Students of Color in Mathematics , and consult around the United States, working with educators and administrators at all levels. He founded and directs Hybridge Academy, a non-traditional accredited school serving marginalized middle and high school students in the greater Atlanta area.
Delicious Demo Derby: Chemistry Demos to Tantalize the Taste Buds
Facilitated By: MƒA Master Teachers Rosalie Malone and Liz Maron
WEDNESDAYS, NOV 6, NOV 13 OFFSITE
SCIENCE
+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE. ALL SESSIONS WILL TAKE PLACE AT ESSEX STREET ACADEMY IN MANHATTAN AND TEACHERS ARE EXPECTED TO BRING THE NECESSARY MATERIALS TO SHARE A DEMO OR EXPERIMENT DURING THE COURSE.
How can we use our universal love of food to help our students engage with chemistry concepts? Demonstrations focusing on food science can serve as entry points or phenomena for students to investigate the connections between chemistry and their daily lives. In this two-session mini-course, teachers will share their demos (demo derby style) to illustrate chemistry concepts using the science of food. In session one, we will focus on carbonation, acids and bases, funky mixtures, and demos that show change over time, such as solubility, fermentation, and kinetics. Then, in session two, we’ll delve into heat, chemical changes in food, stunning separations, and revisit our “change over time” demos from the first session with
follow-up observations. Each session will conclude with a Q&A and a summary of ideas and resources on how to bring more food science (and flavor!) into our classrooms. This course is best for high school chemistry teachers or anyone interested in integrating more food science into their teaching.
Rosalie Malone is an MƒA Master Teacher and science teacher at Benjamin N. Cardozo High School in Queens.
Liz Maron is an MƒA Master Teacher and science teacher at Essex Street Academy in Manhattan.
Desmos Activity Builder for Beginners
Facilitated By: MƒA Master Teachers Patricia Yee and Mehmet Zubaroglu
WEDNESDAYS, OCT 9, OCT 23
MƒA & ONLINE
MATHEMATICS
+ PLEASE NOTE: THIS IS A TWO SESSION HYBRID MINI-COURSE. SESSION 1 WILL TAKE PLACE IN-PERSON AT MƒA. SESSION 2 WILL TAKE PLACE VIRTUALLY.
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.
Mini-Courses
Earth and Space Science POGIL Pursuit
Facilitated By:
MƒA Master Teachers Laura Singleton and Kaitlin Smith
THURSDAYS, OCT 17, OCT 24
MƒA
SCIENCE
+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.
Do you want to transform your Earth Science classroom into a dynamic learning environment where students own their learning through collaborative inquiry? Join us to learn how to effectively implement and create Process Oriented Guided Inquiry Learning (POGIL) activities, fostering student-centered learning, process skills, and collaborative inquiry. In session one, we will explore student roles, activity patterns, and alignment to NGSS and NYSSLS. After completing a few POGIL activities, we will discuss implementation challenges, potential content knowledge gaps, and subsequent modifications. In session two, we will work in teams to create our own POGIL activities or modify existing ones. To conclude, we will share our completed work and debrief the overall experience. This course is best for middle school and high school Earth and Space science teachers, but all are welcome.
circuits capable of launching a rocket, playing music, interacting with light, and more! Next, we will explore the Renewable Energy set and explore hand cranks, solar panels, and a solar-powered car model. Lastly, we will dive into the design process and see how Snap Circuits can be used to build interactive games that reinforce electricity concepts and beyond. We will use a collection of original Desmos activities and Elenco Manuals to guide our exploration. This course is best for elementary and middle school science teachers wanting to reinvigorate their enthusiasm for teaching electricity, magnetism, and design.
Kate Litman is an MƒA Master Teacher and
Epigenetics and the Inheritance of Experience
Facilitated
By:
Beka Stecky
TUESDAYS, NOV 12, NOV 26, DEC 10
MƒA
SCIENCE
Electrify Science With Snap Circuits
Facilitated By: MƒA Master Teacher Kate Litman
THURSDAYS, OCT 17, OCT 24, NOV 7
MƒA
SCIENCE
Snap Circuits are durable, engaging, and addictive children’s toys, making them perfect for increasing engagement in the science classroom! First, we’ll dive into Snap Circuits kits to build simple series circuits. Then, we will quickly advance into parallel
For millennia, humans have known we inherit traits from our ancestors—perhaps our eye color, smile, or disposition. It is only within the last two centuries that scientists have determined these traits are encoded in genes, and that these genes are composed of DNA, the literal code of life. This knowledge formed the foundation of the genetics revolution. Today, science is undergoing another revolution—this time in the field of epigenetics, the study of how life experiences can lead to changes in gene expression. Join us in this minicourse as we take a deep dive into the epigenetics revolution. We will begin with a primer on epigenetics, examining current science through a historical lens. In session two, we will explore some of the field’s knowns and unknowns with a survey of current epigenetics research, including epigenetic inheritance, the captivating yet contentious idea that we can inherit our ancestors’ experiences. In session three, we will put our science literacy to the test with an up-closeand-personal look at the controversies of this field. This course is best for middle and high school science teachers who have a solid foundation in cell biology,
but all curious minds are welcome.
Beka Stecky is a Ph.D. candidate and National Science Foundation fellow at Columbia University’s Zuckerman Institute. They currently study how the brain adapts to traumatic experiences. Before starting their doctoral work at Columbia, Beka earned their B.S. in Anthropology at Appalachian State University. Thereafter, they received their molecular biology training at the University of North Carolina at Asheville. When Beka is not doing science, you can find them biking, doing acrobatics, cooking, and spending time with their chosen family.
Equipping Educators With an Equity Lens on Cancer p
Facilitated By: Jasmine McDonald, Ph.D., and Mary Beth Terry, Ph.D.
WEDNESDAYS, JAN 8, JAN 15, JAN 22
MƒA
SCIENCE
Did you know cancer is the number one driver of premature mortality in New York City and that cancer rates differ vastly by neighborhood? Half of all genetic mutations leading to cancer are acquired before age
Laura Singleton is an MƒA Master Teacher and science teacher at West End Secondary School in Manhattan.
Kaitlin Smith is an MƒA Master Teacher and science teacher at The Clinton School in Manhattan.
science teacher at Quest to Learn in Manhattan.
Mini-Courses
25, yet none guarantee a person will develop cancer. External exposures also play a significant role, with emerging evidence suggesting exposure during young adulthood is a critical time when these exposures can increase cancer risk. We will begin by exploring cancer statistics and trends across NYC communities. For session two, we will focus on hereditary and acquired genetic mutations, genetic ancestry, and the Next Generation Science Standards. In session three, we will discuss how environmental and social determinants affect cancer risk and how to engage youth in cancer prevention to help them become peerto-peer educators. We will approach all topics through a health equity lens. Throughout, teachers will explore original curriculum and hands-on activities designed to encourage students to participate in their own cancer risk reduction—from science to personal behaviors to advocacy. This course is best for middle and high school health and life science teachers.
Dr. Jasmine McDonald is an Associate Professor in the Department of Epidemiology at the Mailman School of Public Health at Columbia University. She received her Ph.D. from Harvard University in Biological Sciences in Public Health. Her research aims to explore the etiology of breast cancer and breast cancer risk reduction across the lifecourse. An avid teacher and mentor, Dr. McDonald is also the Associate CoDirector of the Cancer Research, Training, and Education Core and the Co-Director of the YES Pipeline Program at the Herbert Irving Comprehensive Cancer Center. She was awarded the 2021 Columbia University Teaching Award for her dedication and excellence in teaching, mentoring, and community engagement. In her free time, she enjoys gardening with her son and hanging out with their hedgehog and bearded dragon.
Dr. Mary Beth Terry is a Professor in the Department of Epidemiology at the Mailman School of Public Health at Columbia University, where she leads the Chronic Disease Unit. She conducts research addressing the etiology, prevention, distribution, natural history, and treatment outcomes of chronic diseases, including cancer and cardiovascular disease. She co-leads multi-institutional efforts in New York City to reduce health disparities in multiple chronic diseases and increase diversity in cancer clinical trials. She is the Associate Director of Population Science and Community Outreach and teaches epidemiological methods and data science to public health students,
medical students, and undergraduate students. She also serves on the Board of Scientific Counselors and the PDQ Genetics Board for the National Cancer Institute.
Evaluating Scientific Claims: An Introduction to Statistics and Probability
Facilitated By: Klejda Bega, Ph.D.
WEDNESDAYS, SEP 18, SEP 25
MƒA
SCIENCE
+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.
While not all students pursue careers in science, it’s important they have the skills to make informed decisions based on scientific claims and probabilistic events. This is why it is critical for them to become good consumers of science and understand foundational statistics and probability. In this two session mini-course, teachers will explore these concepts using examples from published scientific articles and consider how to encourage students to apply statistics and probability to real-life problemsolving. In session one, we will focus on statistics and how to critically analyze primary scientific sources and peer-reviewed articles. We will work through confidence intervals, p-values, correlation vs. causation, and random vs. systematic errors and discuss how these concepts are used to test a hypothesis. In session two, we will dive into probability, beginning with how to assign probability to an event and then building on that to explain the concepts for a series of independent events: probability A AND B, probability of A OR B, probability of A happening at least once in N tries, and conditional probability, also known as Bayes formula. Throughout, we will work through various examples to demonstrate how students can apply these concepts to fields such as biology, medicine, and Earth Science. All science teachers are welcome.
Dr. Klejda Bega has a Ph.D. in particle physics from Caltech and is currently a Lecturer in Discipline at Columbia University, where she teaches Frontiers of Science, a required interdisciplinary science course that is part of the Columbia Core Curriculum.
Exploring
Insect Behavior With Dr. Charles H. Turner
Facilitated By: Jay Holmes and MƒA Master Teacher
Lauren Couto
THURSDAYS, JAN 16, JAN 23
MƒA
SCIENCE
+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.
Would you like to engage your students with insects and profile diverse scientists and their work? Join us in this two session mini-course as we use the NGSS science practices to observe the natural world and explore the investigations of Dr. Charles H. Turner, an extraordinary African American biologist who studied ants, bees, cockroaches, and more. In session one, we’ll begin our work by observing a collection of insects, brainstorming questions, and pinning spotted lantern fly specimens. Next, we will learn more about Turner, who published nearly 70 scientific papers in his lifetime but whose legacy remains largely unknown. We’ll discuss his insect investigations, how he pursued his work, and the challenges he faced. In session two, we’ll examine Turner through a broader “Nature of Science” lens and discuss how to incorporate his story and the many others of forgotten or unrecognized scientists of color. Throughout, we will use Turner’s primary source documents and our insect observations to ground our work and help our students shape their own science identities. This course is best for middle and high school life science teachers, but all are welcome.
Jay Holmes is the Senior Manager of Urban Advantage (UA) Professional Development at the American Museum of Natural History (AMNH) where he designs and leads courses in Earth and Space Science, ecology, evolution, and the Nature of Science. He joined AMNH in 1992 as a lecturer for “Global Warming: Understanding the Forecast” and has been coordinator of the high school after school program, advisor for the ecology club for teens, and developed and implemented hands-on activities in the Discovery Room.
Lauren Couto is an MƒA Master Teacher and science teacher at Jonas Bronck Academy in the Bronx.
When was the last time you sat through a workshop about ineffective practices or strategies? That’s what Fail Squad is all about! In this mini-course, we aim to normalize failures in the workplace to establish a sustainable culture of growth, empathy, and resilience. Together, we will embark on a transformative journey as we learn to embrace our mistakes as stepping stones for improvement and innovation. Join us to discuss our professional failures without fear of judgment and to turn our ‘oops’ moments into opportunities! We will start with a pulse check on our current attitudes toward workplace failure and establish the importance of normalizing failures. Then, we will reflect on the personal changes we want to make when navigating our failings. In our second session, we will explore exercises for sharing failure, analyze common educator scenarios, identify patterns of struggle, and uncover potential for personal and professional growth. We will conclude by celebrating our transformations and brainstorming how to bring this culture of embracing failure to our school communities. All teachers are welcome.
Keeshia Lambert is an MƒA Master Teacher and science teacher at Science and Technology Academy: A Mott Hall School in the Bronx.
Yishan Lee is an
Master
and science teacher
P.S. 219 Paul Klapper in Queens.
Cathy Xiong is an MƒA Master Teacher and science teacher at Robert F. Wagner, Jr. Secondary School for Arts and Technology in Queens.
How Intelligent is Artificial Intelligence?: A Neuroscience Perspective
Facilitated By: Pooja Viswanathan, Ph.D.
TUESDAYS, JAN 7, JAN 14, JAN 21
ONLINE
SCIENCE
Have you ever wondered, “Is AI smarter than me?” Do Google’s Gemini or Anthropic’s Claude think and learn like we do? An increasing number of artificial intelligence (AI) systems claim near-human intelligence with performance on many tasks matching average human performance. Large language models such as ChatGPT, which use natural language to communicate with us, can pass the Turing test and even appear human in those conversations. In this rapidly evolving AI world, how do we evaluate the intelligence and abilities of new AI? Can we develop a deeper understanding of human intelligence and abilities through understanding AI? Join us in this minicourse as we use a neuroscience-guided approach to understand what differentiates human intelligence from AI. In session one, we will compare AI and human performance in the industry’s leading benchmark tests for intelligence and ability, discuss the validity of those benchmarks, and interpret the results of those tests. In session two, we will explore how machines learn and compare machine learning with the diversity of biological learning. We will conclude in session three by predicting a future for AI and consider the lessons we can learn from the limitations and strengths of machine learning. This course is best for high school science teachers but is open to anyone interested in learning more about AI. No programming experience is required.
Dr. Pooja Viswanathan is a neuroscience researcher and a Junior Fellow at the Simons Society of Fellows. She holds a Ph.D. and M.Sc. from the University of Tuebingen, Germany. She studies intelligent behavior and the brain areas that support abstract knowledge in primates.
How to Create a Brain: Neurodevelopment, Stem Cells, and Brain Organoids
Facilitated By: Thiago Arzua, Ph.D.
TUESDAYS, SEP 17, OCT 1, OCT 15
M ƒA
SCIENCE
Scientists estimate the human brain has between 80-100 million cells, all originating from a single stem cell. During the nine months of gestation, over three thousand cells are created every second, migrate to the right location, and form connections to neighboring cells. Join us to learn more about the amazing and intricate process of human brain formation, how scientists observe and study it, and what happens when things go wrong. We’ll begin by discussing current studies in neurodevelopment and examining the complex process behind creating a human brain. Then, in session two, we will dive into the world of stem cells and brain organoids—3D models that mimic the structure and function of a human fetal brain.
MƒA
Teacher
at
Mini-Courses
Finally, in session three, we will critically analyze where this research sits within our society and the broader scientific community, untangling its implications and applications. This course is best for middle and high school life science teachers. Additional knowledge of psychology, neuroscience, and chemistry is helpful, but not required.
Dr. Thiago Arzua is a postdoctoral scientist at Columbia University’s Zuckerman Institute. He studies the neurodevelopmental aspects of how traumatic experiences get passed down through multiple generations. He completed his Ph.D. in neuroscience at the Medical College of Wisconsin, where he used human stem-cell derived brain organoids as models for Fetal Alcohol Spectrum Disorders. Outside of the lab, Dr. Arzua fights for diversity and equity within science as a co-founder of Black In Neuro, as well as a policy ambassador for the Society for Neuroscience. In his rare free time, he trains for triathlons, recently completing the 2021 Ironman Wisconsin.
Incorporating Equity Tasks Into Everyday Mathematics Instruction p
Facilitated By: MƒA Master Teachers Larisa Bukalov and Bobson Wong
WEDNESDAYS, NOV 6, NOV 13, NOV 20 ONLINE
MATHEMATICS
Mathematics teachers face several challenges in making instruction more equitable. Many students feel anxious about mathematics, and curricula often focus on abstract skills that are irrelevant to students’ lives. In this mini-course, we will start by defining equity as it relates to mathematics and identifying its different components. We will also discuss improving our everyday instruction by incorporating equity tasks—short activities, like homework or warm-up assignments, based on rigor, identity, diversity, and justice, four student goals relating to equity. Teachers will learn how to use existing resources, like the Illustrative Mathematics curriculum, to make ready-touse equity tasks. Then we will use a rubric to evaluate our tasks and discuss how to reflect on our practice
and increase accessibility for all students. Mathematics teachers at all levels are welcome; no prior knowledge or work with equity is required.
Larisa Bukalov and Bobson Wong are MƒA Master Teachers and mathematics teachers at Bayside High School in Queens.
Intersectional Identities and Neurodivergence in Inclusive Classrooms p
Neurodivergent teenagers need age-appropriate support to ensure a positive learning experience in schools. This course aims to address this need from an intersectional lens and provide practical strategies teachers can implement to support student progress. We will focus on ASD, ADHD, and other forms of neurodivergence, recognizing that traits and characteristics often overlap. We will also discuss how intersecting identities, such as race, ethnicity, culture, class, gender, and LGBTQIA+ play a role in understanding and supporting neurodivergent students. In each session, teachers will read research and articles about a specific form of neurodivergence and explore strategies that can be adapted for our classroom environments. Additionally, we will consider the impact of puberty on neurodivergent youth, as social dynamics intensify and they mature differently than their peers. Whether we know it or not, neurodivergent students are likely part of our classrooms. This course is for teachers of all subjects and grades.
Liliana Valvano (she/her) is a researcher and therapist specializing in neurodiversity and LGBTQIA+ identities. Presently, she holds a faculty position at Columbia University, and a research position at Hunter College. Her research focuses on developing mental health interventions geared toward autistic adults and better understanding autistic lived experiences through qualitative interviewing. In her clinical work, she works with clients utilizing a social model of disability to deconstruct stigma and build meaningful lives. She has worked extensively within the LGBTQIA+ and disability communities, and views
membership to these communities as a privilege rather than a burden. Liliana received her master’s in social work from Silberman School of Social Work. She received her B.A. in Ethnic Studies from UC San Diego. Dr. Danielle Belizaire is an MƒA Master Teacher and science teacher at George Washington Carver High School for the Sciences in Queens.
Introduction to Boolean Algebra and Circuit Optimization
Facilitated B y: MƒA Master Teachers Shaina Doherty and Jeff Reeder
WEDNESDAYS, OCT 16, OCT 23, OCT 30
ONLINE
COMPUTER SCIENCE AND TECHNOLOGY
Did you know that 1 + 1 = 1? Well, not always, but it’s true in the world of Boolean algebra! Boolean algebra is the mathematical basis for modern computing and has fascinating connections to logic. In this course, we will explore Boolean algebra and its implications in circuit modeling. This interactive mini-course will start with the basics, such as defining operators and how to create Boolean functions that describe how a simple design should work. We will then turn those functions into visual circuit designs and learn how to verify our results. Finally, we will use our knowledge to explore one of the fundamental applications of Boolean algebra: circuit optimization! With the help of CircuitVerse , an online circuit simulator, we can bring our circuits to life. Throughout the course, we will also examine the interplay between logic and Boolean algebra as it applies to everyday life. The course requires no prior knowledge and is accessible to all.
Shaina Doherty is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.
Jeff Reeder is an MƒA Master Teacher and mathematics teacher at NYC iSchool in Manhattan.
Mini-Courses
Introduction to CAD and 3D Modeling With STEM Career Explorations
Facilitated By:
MƒA Master Teachers Joseph Buro, Kaitlin Geraghty, and Sandra Rossi
THURSDAYS, OCT 17, OCT 24, NOV 7
MƒA
COMPUTER SCIENCE AND TECHNOLOGY
Ready for a guided, hands-on introductory immersion into 3D computer-aided design (CAD) modeling? Using CAD as a tool allows teachers to go beyond textbook learning. Join us to learn how to create virtual and physical models to help students visualize various concepts, including mathematical transformations and representations in geometry, molecular modeling in chemistry, and buoyancy in physics. First, we’ll learn the basics of CAD. Then, we will work in subject teams to brainstorm models. Finally, we’ll create and share our designs. Driving force topics will include the mathematics of architecture and biomedical, mechanical, and civil engineering. Teachers will leave with the ability to develop working CAD models to use with 3D printers, laser cutters, and CNC routers. This course is open to all teachers, not only CAD users!
Joseph Buro is an MƒA Master Teacher and computer science teacher at Staten Island Technical High School in Staten Island.
and justice, paving the way for transformative change?
The Kids Are Ready is designed to empower students to recognize and challenge social inequalities, cultivate a sense of empathy and solidarity with others, and equip them with the tools and confidence to advocate for change in their communities. In this course, we will delve into the foundational principles and applications of The Kids Are Ready program, understand the theoretical underpinnings of play in social justice education, and receive support to implement handson activities to create cultures of empathy, equity, and social responsibility within our classrooms. Our work will draw inspiration from Why Play Works by Jill Vialet, Rethinking Schools by Susan Wise Bauer, and Pedagogy of the Oppressed by Paulo Freire. All are welcome.
LEGO SPIKE: Building and Programming LEGO Robots
Facilitated By: MƒA Master Teacher Richard Sullivan
TUESDAYS, NOV 12, NOV 26, DEC 10
M ƒA
COMPUTER SCIENCE AND TECHNOLOGY
The Kids Are Ready: Teaching Social Justice Through Play p
Facilitated By:
Simone Gamble
TUESDAYS, NOV 26, DEC 3, DEC 10
MƒA
INQUIRY, PRACTICE, AND LEADERSHIP
How can we harness the power of play to ignite meaningful student conversations about social identity
Simone Gamble is a community organizer from the Bronx. They earned their undergraduate and graduate degrees from Hunter College and the Silberman School of Social Work with a focus on secondary education, history, social work, and community organizing. They are also a consultant, leading workshops with nonprofits, schools, as well as after school programs about creating safer spaces for people of color with an intersectional, anti-oppressive lens. They are the founder of OAAARS, a BIPOC consultancy offering social justice centered training to create safe(r) and equitable workplaces to cultivate agents of change in the workplace and beyond.
Do you teach a technology class and want to see what the new LEGO SPIKE kits are capable of? In this mini-course, we will build a fully functioning robot to accomplish simple tasks and react to its environment. First, teachers will learn to program the robot to interact with its sensors using block-based code with extensions in Python. Then, teachers will build a robot and test their programming so their robots can move and sense their environment. Finally, teachers will tackle classic robot problems like wall and line following. This course requires no prior knowledge of building with LEGO pieces or blockbased programming and is open to teachers of any content or grade level. Join us to unwind by building and programming LEGO robots!
Richard Sullivan is an MƒA Master Teacher and computer science teacher at New Explorations into Science, Technology and Math High School in Manhattan.
Kaitlin Geraghty is an MƒA Master Teacher and mathematics teacher at Staten Island Technical High School in Staten Island.
Sandra Rossi is an MƒA Master Teacher and mathematics teacher at Bayside High School in Queens.
Mini-Courses
Making Sense of the Unsolvable: Methods in Numerical Analysis
Facilitated By: MƒA Master Teachers Ken Chung and Ben Morgenroth
TUESDAYS, OCT 1, OCT 15, OCT 29
M ƒA
COMPUTER SCIENCE AND TECHNOLOGY
Analytical solutions are challenging to find in many naturally arising problems for physicists, biologists, chemists, and other scientists, particularly with differential equations. Numerical Analysis, a field of study within applied mathematics and computer science, addresses solving continuous problems using numeric approximation. In this course, teachers will use computer science and mathematics to find analytic solutions to complex problems. First, we will focus on root-finding methods such as bisection, regula falsi, Newton’s method, secant method, and fixed point iteration. Then, we will explore strategies for numerical integration and differential equations, including Taylor series, slope fields, forward and backward Euler, improved Euler, and Runge-Kutta. We will also investigate how graphing calculators find the roots of functions. Teachers must have a working knowledge of any computer programming language to write various iterative loops comfortably.
Ken Chung is an MƒA Master Teacher and mathematics teacher at Academy for Conservation and the Environment in Brooklyn.
Ben Morgenroth is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.
Mathematics Routines for Reasoning
Facilitated By: MƒA Master Teachers Quratul Waqas and Cathy Zhu
WEDNESDAYS, DEC 4, DEC 11, DEC 18
M ƒA
MATHEMATICS
Students well-versed in instructional routines have a
toolbox of strategies to tackle problems. Mathematics routines allow more time to grapple with tasks and more opportunities for student growth and independence. In this mini-course, we will explore several mathematical routines based on the book Routines for Reasoning by Kelemanik, Lucenta, and Creighton. In each session, teachers will focus on one to two mathematics routines they can implement daily in their classrooms. Teachers will deepen their understanding of how to plan and facilitate routines to support students in (1) sense-making, (2) making connections between past, present, and future grade-level content, (3) affirming their identity as mathematicians, (4) increasing equity of voice, and (5) leveraging their strengths. Finally, teachers will connect and adapt the routines to their current curriculum and reflect on implementation for future improvement. All mathematics teachers aiming to better support all students are welcome.
Quratul Waqas is an MƒA Master Teacher and mathematics teacher at I.S. 230 in Queens.
Cathy Zhu is an MƒA Master Teacher and mathematics teacher at M.S. 255 Salk School of Science in Manhattan.
Math Trails: Exploring Mathematics in the Real World
Facilitated By: MƒA Master Teachers Ramona Fittipaldi-Deoraj and Andrea Kung
WEDNESDAYS, OCT 16, OCT 23, OCT 30
M ƒA
MATHEMATICS
How might we use math trails and field-based education to explore mathematics in our environment? Join us in this mini-course to focus on how we can use field-based instruction in mathematics classrooms through math trails—outdoor education discovery walks aimed at uncovering and solving mathematical problems around natural objects, providing students with real world mathematical experiences. In our first session, we will practice a math trail at Madison Park. In subsequent sessions, we will create our own trails, modify existing ones, or plan field trip trails for our
students. Throughout, we will reflect on our work, examine student artifacts, and collaborate to improve our activities for future use. Any mathematics teacher interested in outdoor education and field-based instruction is welcome.
Ramona Fittipaldi-Deoraj is an MƒA Master Teacher and mathematics teacher at Young Women’s Leadership School in Manhattan.
Andrea Kung is an MƒA Master Teacher and mathematics teacher at Urban Academy Laboratory High School in Manhattan.
Preparing for Master Teachers on Teaching (MT²)
Facilitated By: MƒA Master Teachers Courtney Ferrell, Jude Julien, and Molly Shabica
WEDNESDAYS, NOV 6, NOV 13, NOV 20, DEC 4
MONDAY, DEC 9
MƒA
INQUIRY, PRACTICE, AND LEADERSHIP
This mini-course is for Master Teachers selected to speak at this year’s Master Teachers on Teaching (MT²) event on Thursday, December 12, 2024. We will create a warm and supportive space for you and your story to flourish, using protocols to develop, hone, and practice, practice, practice your presentations. Please see the MT² Thursday Think listing for more information on the event and propose your talk ideas here!
Courtney Ferrell is an MƒA Master Teacher and mathematics teacher at New Design High School in Manhattan.
Jude Julien is an MƒA Master Teacher and science teacher at Virtual Innovators Academy in the Bronx.
Molly Shabica is an MƒA Master Teacher and science teacher at Fannie Lou Hamer Freedom High School in the Bronx.
Mini-Courses
Rethinking Disability and Mathematics: Connecting Theory to Practice p
Facilitated
By: Kara Imm, Ph.D.
TUESDAYS, OCT 15, OCT 29, NOV 12, NOV 26
MƒA
MATHEMATICS
+ PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE. TEACHERS ARE EXPECTED TO PURCHASE AND READ THEIR OWN COPY OF RETHINKING DISABILITY AND MATHEMATICS: A UDL MATH CLASSROOM GUIDE FOR GRADES K - 8 BY RACHEL LAMBERT, WHICH CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM, PRIOR TO THE START OF THE COURSE.
How can we challenge our thinking about disability and mathematics using a design thinking perspective connecting theory to practice? In this course, we will draw upon Rachel Lambert’s new work, Rethinking Disability and Mathematics: A UDL Math Classroom Guide for Grades K - 8, to examine and interrogate some widely held beliefs and practices about mathematics, learning, disability, and neurodiversity. Together, we will use Kara and Rachel’s shared research collaboration as a springboard to: (1) move past the binary of explicit instruction and inquiry; (2) design instructional sequences to support fluency and strategic sense-making; and (3) challenge ableist systems, structures, and practices through usercentered design. Between each session, we will engage with excerpts from the book and explore short design assignments to enact with students. Though all are welcome, this course is best for elementary and middle school teachers.
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.
Schoolyard Scientists: Teaching Climate Change Through Citizen Science
Facilitated By: Katharine Hinkle and MƒA Master Teachers Elisa Margarita, D.C., and Joshua Wickline
WEDNESDAYS, SEP 18, SEP 25, OCT 9
MƒA
SCIENCE
Raising the next generation of climate change activists is imperative for every science educator and can begin in any urban ecosystem, including a schoolyard or local park. Through the Buds, Leaves, and Global Warming community science project from Harvard Forest, teachers will explore tools to engage their students in authentic science practices by observing the impacts of climate change over the course of a school year. In session one, we’ll explore the science of phenology and how teaching seasonal change outdoors can provide access, initiative, and empowerment for all learners. We will also share how the Buds, Leaves, and Global Warming project was implemented locally in Brooklyn. In session two, we’ll head outside to a nearby park and collect data using tools and protocols from the project. In our final session, we’ll dive into data literacy and discuss how to use the publicly available Harvard Forest Schoolyard Ecology database, comparing tree data from urban and rural schoolyards across the northeast. Throughout, we’ll explore curricular connections and extension activities to plan a seasonal change study with our own students. This course is best for science teachers of grades 4-12.
Katharine Hinkle is the Schoolyard Ecology Program coordinator who works closely with educators and their students around the Northeast helping them implement Harvard Forest’s three K-12 Community Science projects. She came to Harvard Forest with 15 years of Earth and Environmental Science classroom teaching in a Title I public school in Massachusetts. She has also worked as a project basedlearning consultant and curriculum coach. Before becoming a teacher, Katharine studied Geology and Geophysics at Mount Holyoke College (BA) and Brown University (MS), where she had the opportunity to study thixotropic fluids on fault surfaces and to explore the paleoenvironments of the desert Southwest.
Dr. Elisa Margarita is an MƒA Master Teacher and science teacher at Brooklyn Technical High School in Brooklyn.
Joshua Wickline is an MƒA Master Teacher and science teacher at Talent Unlimited High School in Manhattan.
The Secret Sauce of the Socratic Seminar
Facilitated By: MƒA Master Teachers Lucas Munno and Freida Zavurov
WEDNESDAYS, OCT 30, NOV 13, JAN 8
MƒA & ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: THIS IS A HYBRID MINI-COURSE. SESSIONS 1 AND 2 WILL TAKE PLACE IN-PERSON AT MƒA. SESSION 3 WILL TAKE PLACE VIRTUALLY.
Would you like to incorporate ethics discussions and debate into your STEM classroom? In this course, we will explore how socratic seminars centered on ethics can increase student engagement in the classroom. In the first session, we will watch a recorded socratic seminar and discuss logistics, examples, rubrics, and guidelines to support implementation. In session two, we will engage in a seminar on gene therapy. Then, in content-area small groups, we will choose topics from our own curricula to create a socratic seminar activity. Between sessions two and three, teachers will be invited to implement the socratic seminars in their own classrooms. In our final session, we will share our implementation experiences and set goals for continued work. Teachers will leave with a resource folder of ethics-based socratic seminars. This course is best for any middle or high school teacher.
Lucas Munno and Frieda Zavurov are MƒA Master Teachers and science teachers at Benjamin N. Cardozo High School in Queens.
Mini-Courses
Shifting Instructional Practice to Create AntiRacist STEM Classrooms p
Facilitated
By:
Mary Leer, Ph.D., and MƒA Master Teachers Dionne Beckford and Dawoun Jyung
TUESDAYS, DEC 17, JAN 7, JAN 14, JAN 21
M ƒA & ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: THIS IS A FOUR SESSION HYBRID MINICOURSE. SESSIONS 1 AND 3 WILL TAKE PLACE IN-PERSON AT M ƒA. SESSIONS 2 AND 4 WILL TAKE PLACE VIRTUALLY.
How might we critically incorporate anti-racist practices into our mathematics and science classrooms? Developing an anti-racist stance takes vigilance and collaboration, especially given how STEM education acts as a gatekeeper for students of color. This mini-course provides a reflective and courageous space for educators to examine the actions and beliefs driving daily instructional and curricular decisions. We will begin by unpacking the idea of anti-racist teaching as we share and analyze our classroom routines. These discussions will then help us 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 start shifting their instructional practices towards anti-racism, dismantling common practices that block access and equity. This course is best for those seeking a lifelong journey toward becoming anti-racist educators.
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.
Stained Glass Creations: Advanced Facilitated By: MƒA Master Teachers Emmett DiPadova, Jackie Rivas, and Scott Wassmuth
THURSDAYS, NOV 7, DEC 5
SATURDAY, DEC 7
OFFSITE & ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSION 1 WILL TAKE PLACE VIRTUALLY. SESSIONS 2 AND 3 WILL TAKE PLACE OFFSITE AT THE MUSEUM SCHOOL. SESSION 3 WILL OCCUR ON A SATURDAY FROM 10 A.M. TO 4 P.M. TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN MATERIALS.
Are you interested in further developing the skills you learned in Stained Glass Creations: Beginner to make a more elaborate piece? Join us to do a deeper dive into stained glass mechanics and discuss how to share your creations and learnings with students. We will explore the history and different genres of stained glass, the optics behind glass color and luster, the geometry behind various pieces, the physics involved with cutting and breaking stained glass, and the chemistry associated with how materials melt at different temperatures under different conditions. In our first session, teachers will plan their own designs, choose and order glass online, and explore connections to STEM. In the following sessions, we will cut, grind, and foil our glass before soldering them together to create our own unique stained glass pieces. As we complete each step, we will learn the science and mathematics behind it. This course is open only to those who have participated in a Stained Glass Creations: Beginner MƒAdventure.
Emmett DiPadova is an MƒA Master Teacher and science teacher at Art and Design High School in Manhattan.
Rivas
Strengthening Number Sense and Spatial Sense: Diagram-Centered Mini-Lessons
Facilitated By: Betina Zolkower, Ph.D.
THURSDAYS, OCT 17, OCT 24, NOV 7
M ƒA
MATHEMATICS
How can we develop students’ understanding of numbers, symbols, and spatial concepts in our classrooms? This course will focus on the collaborative design cycle of planning and sharing diagram-centered mini-lessons to strengthen student conceptual understanding. We will design guiding questions to make diagram-based tasks accessible to all students and maximize opportunities for them to share and discuss mathematical ideas. We will explore the characteristics and functions of different diagram types to strengthen our students’ mathematical doing, thinking, and reasoning. Teachers will test these lessons in their classrooms, document
Jackie
is an MƒA Master Teacher and science teacher at M.S. 255 Salk School of Science in Manhattan.
Scott Wassmuth is an MƒA Master Teacher and science teacher at N.Y.C. Museum School in Manhattan.
Mini-Courses
their effectiveness, and work together to make improvements. This course is best for middle school and Algebra I teachers.
Dr. Betina Zolkower is an Associate Professor of Mathematics Education in the Secondary Education Department at Brooklyn College.
Supersonic Hydroponics: How to Bring Gardening to Your Science Classroom
Facilitated By: MƒA Master Teachers Melissa Redden and Rebecca Webb
WEDNESDAYS, NOV 6, NOV 20
MƒA & OFFSITE
SCIENCE
+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE. SESSION 1 WILL TAKE PLACE AT M ƒA. SESSION 2 WILL TAKE PLACE OFFSITE AT SCHOLARS ACADEMY IN QUEENS.
Hydroponics is quickly becoming one of the most engaging and relevant ways to bring outdoor education and science inquiry into the classroom. Join us as we explore a variety of classroom-friendly hydroponic systems and accompanying curricula to engage and inspire our students. In session one, we will introduce hydroponics, discuss different systems and how they work, set up a hydroponic Kratky system, grow microgreens, and explore hydroponic-centered lesson plans and resources. In session two, teachers will visit the hydroponic farm at Scholars Academy to plant and harvest produce as well as enjoy a farm fresh salad made from the farm’s crops. We will also share resources from the school’s partner organization, Teens for Food Justice , a youth-led movement to end hunger and food insecurity. All teachers will leave with a shopping list to continue the work in their own classrooms. This course will be most beneficial to middle school life science teachers but all gardeners are welcome!
Survey Says! Social Science for Teachers
Facilitated By: MƒA Master Teacher Max Chomet
TUESDAYS, JAN 7, JAN 14, JAN 21
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
Have you ever given your students a survey, looked at the data, and thought, “Now what?” In this mini-course, teachers will learn how to thoughtfully apply social science techniques to make actionable inferences from student-generated responses. In considering how to survey their students, teachers will discuss what types of data are useful for a particular question and consider biases from both the teacher constructing the survey and the students generating the responses. In the first session, we will learn the basics of questionnaire construction and evaluate various student surveys, culminating in a research plan for our own classrooms. In the second session, we will practice the basics of quantitative analysis, including the coding and weighting of data. In the final session, we will present the results of our surveys and reflect in order to make our practice more culturally responsive. The course is best for any teacher wanting to survey their students and analyze the data to improve their practice.
Max Chomet is an MƒA Master Teacher and science teacher at The Bronx High School of Science in the Bronx.
Take Me Out to the Field!: Research Opportunities In and Out of the Classroom
Facilitated By: MƒA Master Teachers Ramona Fittipaldi-Deoraj and Andrew Mittiga
THURSDAYS, OCT 17, OCT 24, NOV 7 OFFSITE & ONLINE
SCIENCE
+ PLEASE NOTE: THIS IS A HYBRID MINI-COURSE. SESSIONS 1 AND 2 WILL TAKE PLACE OFFSITE AT NYBG AND BRONX PARK. SESSION 3 WILL TAKE PLACE VIRTUALLY.
Would you like to take your students out into the field to engage with local ecosystems, conduct research, and help forge career paths in science? Join as we explore how to bring field research to students as we dive into conducting our own field research! In our first
two sessions, we will meet at the New York Botanical Garden and Bronx Park to collect data on water quality, carbon tree sequestration, and lantern fly populations. In session three, we will meet remotely to discuss the data we collected, classroom applications, grant opportunities, and other locations where students can conduct field research in their communities. Teachers will leave with a list of programs for student research opportunities and internships across NYC. This course is best for middle and high school science teachers, especially those looking to expand research opportunities for their students.
Ramona Fittipaldi-Deoraj is an MƒA Master Teacher and mathematics teacher at Young Women’s Leadership School in Manhattan.
Andrew Mittiga is an MƒA Master Teacher and science teacher at Young Women’s Leadership School in Manhattan.
Teaching Fluids in AP Physics 1
Facilitated By: MƒA Master Teachers Joshua Ilany and Alex Seoh
WEDNESDAYS, OCT 16, OCT 23, OCT 30
MƒA
SCIENCE
Are you seeking more effective ways to teach fluid mechanics in AP Physics 1 or simply looking for a content refresher? Look no further! In our first session, we will delve into the intricacies of fluid mechanics within the context of the AP Physics 1 curriculum. The second session will provide hands-on practice with fluid mechanics problems from past AP Physics 2 exams, offering valuable insights into student expectations. Finally, our last session will feature engaging demos and lab activities. This course is best for AP Physics 1 teachers seeking to refresh their knowledge or gain new insights into fluid mechanics.
Joshua Ilany is an MƒA Master Teacher and science teacher at The Bronx High School of Science in the Bronx.
Alex Seoh is an MƒA Master Teacher and science teacher at Bard High School Early College in Manhattan.
Melissa Redden and Rebecca Webb are MƒA Master Teachers and science teachers at Scholars’ Academy in Queens.
Mini-Courses
Unpacking and Cracking Gerrymandering With Students
Facilitated By: MƒA Master Teachers Kate Belin and Courtney Ferrell
THURSDAYS, SEP 19, OCT 24
MƒA
MATHEMATICS
+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.
An election year is the perfect opportunity to teach the mathematics of gerrymandering! Join us to engage in five student activities to model how gerrymandering can be taught in the classroom. We will play the boardgame “MapMaker,” complete “HalloweenTown” to explore the artisan split and efficiency gap, learn and compute compactness metrics, draw compact, proportional, and gerrymandered maps while computing their metrics and defending these maps, and, finally, explore cases of gerrymandering in the real world. This course is best for mathematics teachers wanting to implement these lessons or for anyone interested in the process of how we draw and justify our congressional maps.
Kate Belin is an MƒA Master Teacher and mathematics teacher at Fannie Lou Hamer Freedom High School in the Bronx.
Courtney Ferrell is an MƒA Master Teacher and mathematics teacher at New Design High School in Manhattan.
Unveiling Molecular Mysteries: A Journey Into Structural Biology
Facilitated By: New York Structural Biology Center (NYSBC) Scientists and Staff
TUESDAYS, OCT 15, OCT 22, OCT 29
OFFSITE
SCIENCE
+ PLEASE NOTE: ALL SESSIONS WILL TAKE PLACE OFFSITE AT THE NEW YORK STRUCTURAL BIOLOGY CENTER IN HARLEM.
Would you like to dive into the fascinating world of structural biology? Join us at the New York Structural Biology Center (NYSBC) to explore the fundamental
concepts and experimental methods structural biologists use to understand “molecular machines”— the dynamic biological complexes that orchestrate essential functions within cells. Each session will focus on the uses of a different molecular visualization tool: NMR spectroscopy, x-ray crystallography, and cryo-electron microscopy. In session one, we will delve into nuclear magnetic resonance (NMR) spectroscopy and its use in studying the dynamics and interactions of biological macromolecules. Then, in session two, we’ll discuss how X-ray crystallography is used to understand structures at an atomic level. We will conclude in session three by learning how cryo-electron microscopy helps scientists visualize molecular machines. Throughout, teachers will gain valuable insights into these advanced techniques and engage firsthand with state-of-the-art equipment. We will also discuss how to lead student field trips to NYSBC in the spring. This course is best for middle and
high school life science and physics teachers, but all teachers are welcome.
The New York Structural Biology Center (NYSBC) was founded in 1999 by a consortium of nine eminent academic research institutions in New York. NYSBC is a not-for-profit providing advanced resources in structural biology to its members and outside users through national facilities funded by the National Institutes of Health and the Simons Foundation. NYSBC makes advanced structural biology techniques accessible to biomedical researchers informing efforts to improve human health and welfare.
Upcycled Textile Arts: Mindful Consumption, Community, and Belonging
Facilitated By: MƒA Master Teachers Marisa Miller and Dwaina Sookhoo
WEDNESDAYS, OCT 9, OCT 23, NOV 6
MƒA
INQUIRY, PRACTICE, AND LEADERSHIP
Get ready to turn everyday materials into unique creations! Join us as we dive into sustainable textile
Mini-Courses
crafts, focusing on string, fabric, and paper while learning the art of repurposing items into new materials. Our goal is to help teachers develop textile and design skills that can be used as mindfulness activities in the classroom, offering students time for focus breaks, especially helpful for those with ADHD and Autism. In the first session, we will introduce upcycling techniques to reduce resource consumption and foster creativity. In the second session, we’ll transform old clothing into yarn, weave linens into decor, and create handmade cards and collage art from recycled paper. In the final session, teachers will showcase their projects and discuss how to apply these skills in the classroom to enhance student engagement and build a sense of community. Teachers will leave with tangible projects to inspire mindfulness practices among their students. Bring your curiosity and materials to upcycle—no prior experience is necessary.
Marisa Miller is an MƒA Master Teacher and science teacher at Forest Hills High School in Queens.
Dwaina Sookhoo is an MƒA Master Teacher and mathematics teacher at N.Y.C. Lab School for Collaborative Studies in Manhattan.
Weaving
a Pathway to Mathematical Engagement
Facilitated By: MƒA Master Teachers Grace Chang and Jessica Smith
WEDNESDAYS, OCT 16, OCT 30, NOV 13, NOV 20
MƒA
MATHEMATICS
+ PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.
Weaving is a fun visual way to engage a diverse student population in a variety of mathematical concepts. In this course, we will build a collection of images and stories of weaving from our lives and gain hands-on experience with building looms and weaving to bring into our classrooms. In our first session, teachers will look at examples of weavings and share noticings about numbers, colors, shapes, and patterns. We will
construct simple cardboard looms and learn basic vocabulary while weaving a small simple textile. Next, we will explore computational fluency, multiplication, and division in weaving as we build a canvas frame loom and plan patterns for a second weaving. Then, teachers will incorporate recycled materials, texture, and sustainability into their weaving and consider opportunities for their students to interact with mathematics through weaving. Finally, teachers will explore tessellation and pattern making through paper weaving and graph paper connections. This course is best for K-8 teachers and no prerequisite knowledge is needed.
Grace Chang is an MƒA Master Teacher and mathematics teacher at Neighborhood School in Manhattan.
Jessica Smith is an MƒA Master Teacher and mathematics teacher at Earth School in Manhattan.
Wise Feedback Across Identities: Strategies for Communicating With All Students p Facilitated By:
Sandra Chapman, Ed.D.
TUESDAYS, JAN 7, JAN 14
MƒA
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.
How can we communicate more effectively with students with different identities than our own?
Feedback is crucial for students to be seen and understood in a classroom. And yet, feedback and communication can become challenging when we don’t consider students’ identities and when faced with barriers such as intergroup anxiety—anxiety about communication between people of different social, racial, and cultural groups—or stereotype threat—fears of being misunderstood and stereotyped. This course will explore the Wise Feedback approach, an evidencebased model for providing constructive feedback that builds students’ academic mindset, trust, and positive identity. In the first session, we will explore the concept of intergroup anxiety and develop interventions to interrupt this phenomenon. In session two, we will understand the connection between stereotypes and
cognitive function before building strategies to lower the threat of stereotypes when we deliver feedback to students. We will also consider other methods to develop positive and affirming teacher-student relationships. This course is best for teachers of all grades and subjects who want to give better feedback to students, especially those with marginalized identities.
Dr. Chapman is CEO of Chap Equity Inc., an organization rooted in collaboration, research, and dialogue. She is also the Social Identity Development Lead for the Great First Eight curriculum project at Stand for Children , where she translates concepts on identity into interactive workshops, and enjoys collaborating on writing projects. She is the co-author of: Bias Starts Early. Let’s Start Now: Developing an AntiRacist, Anti-Bias Book Collection for Infants and Toddlers, in The Reader Teacher (Dec. 2022); Black Girl on the Playground (Teaching Beautiful Brilliant Black Girls, Corwin Press, 2021), & Turning Thinking into Action: The Power of Equity-based Pedagogical Frameworks to Support Practice for What School Could Be (Feb 2024).
Extended Length Courses
Extended Length Course
Extended Length Courses are a series of six to eight connected workshops that meet throughout a semester or school year. Experts from academic institutions, local organizations, and within the MƒA Master Teacher community engage MƒA teachers in topics at the cutting edge of their content area and/or pedagogical practice.
Extended Length Courses
TRUly Teach To The TRU Framework
Facilitated
By:
MƒA Master Teachers Alex Cristando and Danilsa Fernandez and MƒA Emeritus Teacher
Elizabeth Melore
WEDNESDAYS, OCT 23, NOV 20, DEC 18, JAN 22, FEB 26, MAR 19
MƒA & ONLINE
MATHEMATICS
+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1, 3, AND 5 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2, 4, AND 6 WILL TAKE PLACE VIRTUALLY.
How might we enhance mathematical tasks to enrich classroom practices and student engagement? This course will analyze video cases of teachers implementing lessons from the Mathematics Assessment Project (MAP), a free, high-quality database of over 100 mathematics lesson plans. This resource supports teaching that is aligned with the Teaching for Robust Understanding (TRU) framework and is designed for secondary mathematics teachers who want to foster
robust classroom conversations on deep mathematical ideas and optimize formative assessment. In our first session, we will introduce the resources and choose a formative assessment lesson (FAL) and video case to dive into. We will review protocols for watching and reflecting on teacher practice from videos of student discussions. We intend to use existing video resources and create new content to enhance the library. Each following session will focus on one dimension of TRU (content; cognitive demand; equitable access to content; agency ownership, and identity; or formative assessment), a different FAL, and different video cases. We will have rich discussions about assessment to deepen our understanding of the mathematics we teach and devise new ways to share that experience more powerfully with our students. This course is best for middle and high school mathematics teachers.
Alex Cristando is an MƒA Master Teacher and mathematics teacher at Metropolitan Expeditionary Learning School in Queens.
Danilsa Fernandez is an MƒA Master Teacher and mathematics teacher at City College Academy of the Arts in Manhattan.
Elizabeth Melore is an MƒA Emeritus Teacher and mathematics teacher at P.S. 207 Elizabeth G. Leary in Brooklyn.
Single Session Workshops
Single Session Workshops are one-time workshops in which experts from the MƒA Master Teacher community, academic institutions, and local organizations engage MƒA teachers in a topic at the cutting edge of their content area and/or pedagogical practice.
Single Session Workshops
3D Printed Stomp Rockets: Engineering a Passion for Space
Facilitated B y: MƒA Master Teachers Brandie Hayes and JoEllen Schuleman
TUESDAY, DEC 3
M ƒA
COMPUTER SCIENCE AND TECHNOLOGY
Ignite your students’ love of engineering through a space-themed 3D printing unit. This unit implementation will immerse students in an iterative design process while they create stomp rockets for a self-imagined mission to space. First, we will review design thinking and introduce teachers to Tinkercad software. Next, we will design our stomp rockets, first on paper and then in CAD. We will then learn how to print our designs with Makerbot. We will also have time to explore student work and launch rockets from previous classes. This workshop is best for upper elementary school teachers, but all are welcome! No prior CAD experience is required.
Brandie Hayes is an MƒA Master Teacher and computer science teacher at The Emily Warren Roebling School in Brooklyn.
JoEllen Schuleman is an MƒA Master Teacher and science teacher at P.S.
93 Reasons to Have Hope: Project Drawdown and the Fight Against Climate Change
Facilitated B y: MƒA Master Teacher Stephen Kos
THURSDAY, JAN 16
M ƒA
SCIENCE
Learning about climate change can be a lot of gloom and doom, but thanks to Project Drawdown, it doesn’t have to end there. Join us in this workshop as we explore climate change with a focus on solutions! We’ll begin by reviewing Drawdown’s 93 proposals to reduce CO2 emissions. Sorted into categories like electricity, industry, and transportation, solutions are ranked based
on CO2 reduction, implementation costs, and overall monetary savings—providing clear, data-driven ways to compare ideas. Next, we’ll engage as students, working in small groups to further explore specific topics and create short presentations to share with the larger group. We’ll combine all presentations into a digital gallery and share feedback on each other’s work. Finally, we’ll switch back to a teacher lens to discuss the resources and planning that go into making this project one of students’ favorites—swapping ideas for how we might implement it in our own classrooms. If you’re a middle or high school teacher looking for a fun way to end a unit about climate change, this session is for you!
Stephen Kos is an MƒA Master Teacher and science teacher at New Explorations into Science, Technology and Math High School in Manhattan.
The Abacus: An Introduction Facilitated B y: MƒA Master Teacher Keith Lau
WEDNESDAY, NOV 6
M ƒA
MATHEMATICS
Remember going to the dentist’s office as a kid and playing with that toy with all the colorful beads? That was an abacus! The first abacus was invented several millennia ago. Although we now have calculators to help us with basic operations, the movements of the abacus are still relevant to the mathematics we teach today. In this workshop, teachers will be introduced to the history of the Japanese Soroban abacus. We will learn how to read numbers from the abacus and quickly add digits. Then, we will connect how we teach addition to moves on the abacus. Teachers can also challenge themselves to try other operations. And no abacus session would be complete without a bit of competition, so warm up those fingers and prepare to make them fly! All mathematics teachers are welcome.
Keith Lau is an MƒA Master Teacher and mathematics teacher at Washington Heights Expeditionary Learning School in Manhattan.
Aliens in the Classroom: Using Science Fiction to Engage Students in Inquiry
Facilitated B y: MƒA Master Teachers Tamanna Shahid and Rachel Wax
TUESDAY, OCT 22
M ƒA
SCIENCE
Are you interested in bringing some extraterrestrial drama into your classroom? Join us in this workshop to learn how science fiction fosters engagement, critical thinking, creativity, and problem-solving skills, all while drawing on students’ prior science knowledge and imagination. We will use the seminal book Project Hail Mary by Andy Weir and short videos to anchor our work and explore the ethical context and moral dilemmas embedded in science fiction. We’ll begin by reading excerpts from the book to share examples of literacy and guided inquiry. Then, we will generate classroom tasks based on the book and other resources. Examples of student tasks might include a scientific analysis, an ethical reflection, or a creative writing assignment. We will conclude by reflecting on the work created and discussing additional examples of sci-fi media. All middle and high school science teachers are welcome. Tamanna Shahid and Rachel Wax are MƒA Master Teachers and science teachers at Eleanor Roosevelt High School in Manhattan.
Ambitious Science Teaching: Using Student Talk as a Resource
Facilitated B y: MƒA Master Teacher Muneeb Hussain
MONDAY, OCT 7
ONLINE
SCIENCE
How can we unlock the potential of student discourse to transform our science classrooms? Join us to discover how purposeful conversations can drive engagement, understanding, and equity in science. First, we will discuss the importance of “science talk” and identify goals for different types of classroom conversation. Then, we’ll explore teacher strategies and discourse moves (e.g., probing, follow-ups, pressing) to ensure equitable opportunities for every student. We’ll
199 Jessie Isador Straus in Manhattan.
Single Session Workshops
conclude by examining specialized tools and routines that support purposeful and productive student talk. We will ground our work on the book Ambitious Science Teaching by Thompson, Windschitl, and Braaten and the accompanying website. All science teachers are welcome.
Muneeb Hussain is an MƒA Master Teacher and science teacher at Yorkville East Middle School in Manhattan.
Analyzing Heat Waves and Environmental Justice Using GIS Tools
Facilitated B y: MƒA Master Teacher Tamanna Shahid
WEDNESDAY, NOV 13
M ƒA
SCIENCE
As our climate changes, we can all feel the increased heat, but how can we visualize and quantify it? With GIS tools and real-time data via the EPA’s Environmental Justice Screening Tool! We will start by exploring various demographic indices, including pollution, health disparities, and socioeconomic factors, and comparing them with national and state-level data. Then, we will look at the disproportionate impact of climate change on NYC communities, define “resilience,” discuss how mitigation techniques can build greater resilience, and make connections to the Urban Heat Island effect. Using the claims, evidence, and reasoning (CER) technique, we will investigate specific neighborhoods in the city and beyond to identify resilience to hazards. We will conclude by analyzing key strategies to address the Urban Heat Island effect with a focus on the future of urban planning, community risk assessment, and building community resilience. Throughout, we’ll use jigsaw, sense-making, and introductory mapping and environmental justice activities which teachers can implement in their classrooms. The course is best for all middle or high school life, environmental, and Earth and Space Science teachers.
Tamanna Shahid is an MƒA Master Teacher and science teacher at Eleanor Roosevelt High School in Manhattan.
Apple Genetics: A Snapshot Into New York State Agriculture
Facilitated B y: Brittany Hoover, Ph.D., and MƒA Master Teacher Leovie Diaz
TUESDAY, OCT 22
SCIENCE
Fuji, Empire, Honeycrisp, Gala, oh my! Did you know New York State is the second largest producer of apples in the US, yielding approximately 1.2 billion pounds each year? How might we use our shared love of apples to help our students understand the critical role of agriculture and its connection to the food we eat? In this workshop, teachers will learn about NY Agriculture in the Classroom, review some of their free curricula and resources, and explore the lesson “Apple Genetics: A Tasty Phenomena.” We’ll begin by tasting three apple varieties and observing their physical characteristics. Then, we will discuss the desirable traits scientists seek
as they develop new apple varieties. Finally, we’ll share opportunities for collaboration with Cornell University’s apple breeding program. While the workshop is best for middle and high school life science teachers, all science teachers are welcome.
Dr. Brittany Hoover is the Urban Agriculture Education Specialist with New York Agriculture in the Classroom, an outreach program of Cornell University. In this role, she helps K-12 teachers integrate food and agriculture into their core academic content and leads workshops and programs to introduce teachers to the unique urban agricultural landscape of New York City. Brittany’s background as a high school agriculture CTE teacher and as a scholar-practitioner of agricultural education influences her work and passion for urban agriculture.
Leovie Diaz is an MƒA Master Teacher and science teacher at New Utrecht High School in Brooklyn.
Applied Physics With the Perimeter Institute
Facilitated B y: Dave Fish
TUESDAY, SEP 24
ONLINE
SCIENCE
Are you looking for engaging ways to introduce fluids
Single Session Workshops
into your physics classroom? In this workshop, we will explore Perimeter Institute’s new “Applied Physics” resource, which takes students through fundamental concepts related to fluids and simple machines to designing robotic arms. We will begin by exploring fluids and discussing misconceptions surrounding Bernoulli’s principle. Then, we will examine simple machines, such as levers and pulleys. Finally, we will use an engineering design process to design a robotic arm, applying the concepts covered in the fluids and simple machine lessons. This workshop is best for high school physics teachers.
Dave Fish has been a high school physics teacher for over 25 years. His involvement with Perimeter Institute dates back to the beginning with the initial development of ISSYP, EinsteinPlus, and several other outreach activities. He has played a leading role producing both Perimeter Exploration and Perimeter Inspiration resources. Dave has given workshops on modern physics locally, nationally, and internationally. In his spare time, he enjoys reading, traveling, sports, and spending time with his wife and three children.
Applying Mathematics Through Modeling
Facilitated B y: MƒA Master Teacher Patrick Honner
TUESDAY, OCT 1
M ƒA
MATHEMATICS
Modeling is a great pathway to applied mathematics and integrated computing, but it can be overwhelming for those unfamiliar with the process. In this workshop, teachers will explore concrete examples of applied mathematical modeling connected to curricula and drawn from real-world contests available for student analysis. We will examine fundamental examples of statistical, simulation, and agent-based modeling including modeling the spread of invasive species (HiMCM), performing a cost-benefit analysis on converting public transit to electric vehicles (HiMCM), quantitatively analyzing houselessness and the housing crisis (M3), predicting sports outcomes (Wharton Data
Science), and more. This session is best for middle and high school mathematics teachers and no prior experience is necessary.
Patrick Honner is an MƒA Master Teacher and mathematics teacher at Stuyvesant High School in Manhattan.
The Art of Questioning: Enhancing Classroom Engagement and Critical Thinking
Facilitated B y: MƒA Master Teachers Lavonne Hunter and Marlon Jansen
WEDNESDAY, JAN 8
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
As educators, we often wonder: Are my students actually thinking about what matters? How can I check for understanding, and what can a single question do? Join us in this workshop as we explore the power of inquiry, discuss how we can encourage our students to ask meaningful questions, and share practical techniques to enhance student engagement and understanding. We will build a collection of awesome inquiry stories by examining game-changing, realworld innovations in science, business, and life and the questions that inspired them. We will consider (1) the power of the artful question, (2) common teacher mistakes when asking questions, (3) how and why student questioning trails off in school, (4) researchbased strategies for designing better questions, and (5) how to more effectively capture student thinking when checking for understanding. This workshop is best for middle and high school teachers.
Lavonne Hunter is an MƒA Master Teacher and science teacher at City As School in Manhattan.
Marlon Jansen is an MƒA Master Teacher and science teacher at Academy for Software Engineering in Manhattan.
Beyond Timed Tests: Building Fact Fluency With Games, Songs, and Strategies!
Facilitated B y: MƒA Master Teachers Jason Silverstein, Sara Thorne, and Hana Visnic
WEDNESDAY, NOV 13
M ƒA
MATHEMATICS
While the days of drill and kill and anxiety producing timed tests are over, fact fluency remains important for mathematical computation. Recalling basic mathematical facts frees up mental energy for more challenging work, but how do we successfully build fluency in an engaging and meaningful way for all learners? We will begin by differentiating fact fluency from fact automaticity to explore the history of teaching multiplication and division facts. Then, we will review current research on the components and developmental phases of teaching fluency and introduce fact and strategy progressions to systematically build it with students. Most importantly, we will sing catchy, skipcounting songs and play a variety of interactive games that lead to fluency. Finally, we will share how to assess our students and encourage student autonomy by providing opportunities for student choice and strategy reflection. This workshop is best for grade 2-5 teachers, but middle and high school teachers with students needing support in fact fluency are also welcome.
Sara
Breaking Into Birding
Facilitated B y: MƒA Master Teacher Crystal Thiele
WEDNESDAY, OCT 16
MƒA
SCIENCE
Do you want to learn more about birds? Would you like to take your students birding but aren’t sure where to start? Join us to learn birding basics and explore a variety of birding resources. After a brief overview of birding and how to use binoculars, we will head out to Madison Square Park to find and identify birds. We
Jason Silverstein,
Thorne, and Hana Visnic are MƒA Master Teachers and mathematics teachers at P.S. 029 John M. Harrigan in Brooklyn.
Single Session Workshops
will end the workshop with a deep dive into resources, including Cornell’s Lab of Ornithology, Merlin Bird ID, and sites from prominent birding clubs. Teachers and students can use these resources to identify birds, find local hotspots, and strengthen birding skills. All are welcome, and no prior experience is necessary!
Crystal Thiele is an MƒA Master Teacher and science teacher at P.S. 321 William Penn in Brooklyn.
Celebrating the BLM at School Week of Action and Beyond: Join the Movement! p
Facilitated B y: MƒA Master Teacher Stephanie Kadison, Ph.D.
TUESDAY, SEP 24
ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
One day of solidarity eight years ago for Black lives in Seattle grew into a week of action in Philadelphia and is now a national movement. Educators across the country organize the BLM at School (BLMAS) Week of Action for the first week of February and participate in the Year of Purpose to solidify their commitment to the Thirteen Guiding Principles . Though many of our schools say Black Lives Matter, this work goes beyond the slogan and requires ongoing dedication to collective liberation. This workshop will offer a historical context for BLMAS, provide a toolkit for teachers to bring BLMAS to their schools in February (and throughout the year), and model lesson plans and activities for creating action plans for next year’s NYC BLMAS and Year of Purpose. All are welcome.
Dr. Stephanie Kadison is an MƒA Master Teacher and science teacher at Bard High School Early College Queens.
Clickbait Science and Fake News: Let’s Look at the Evidence
Facilitated B y: MƒA Master Teachers Jeanne Kopun and Tracy LaGrassa, Ph.D.
WEDNESDAY, OCT 23
ONLINE
SCIENCE
How can we equip our students with the tools to evaluate clickbait science and determine what is fake and what is legitimate? In this workshop, teachers will explore an activity in which they trace claims in headlines back to the actual science. Using a versatile “claim, evidence, and reasoning” approach and various assessment tools, we will use a student lens to interrogate the news and associated primary source data. We will ask: “What is the claim of this headline? How does it make us feel? Do we believe it? What evidence do we expect to see in support of the claim? How can we find the actual evidence, and how can we make sense of it?” Following the activity, we will discuss how to adapt the resources for our classrooms. This workshop is best for high school science teachers, but any science teacher interested in acquiring new strategies to develop media and data literacy is welcome.
Jeanne Kopun is an MƒA Master Teacher and science teacher at Forest Hills High School in Queens.
Dr. Tracy LaGrassa is an MƒA Master Teacher and science teacher at The Bronx High School of Science in the Bronx.
Computational Thinking Demystified
Facilitated B y: MƒA Master Teachers Rebecca Haverstick, Brittany Klimowicz, and JoEllen Schuleman
WEDNESDAY, NOV 20
MƒA SCIENCE
What does the NGSS Science and Engineering Practice of computational thinking really look like in a classroom setting? Computational thinking might feel like the new buzzword, but most of us are already teaching this vital and powerful way of thinking. In this workshop, we
will demystify computational thinking, explain why it is so important, and discuss how to visibly implement it so students can use it intentionally. We will also share scaffolds for inclusive teaching and examine the critical skills of decomposition, pattern recognition, abstraction, and algorithms to support our students with solving problems and maintaining a growth mindset. Teachers will leave with a variety of free resources to help nurture the problem solvers, innovators, and leaders of tomorrow. All science teachers are welcome.
Rebecca Haverstick is an MƒA Master Teacher and science teacher at Battery Park City School in Manhattan.
Brittany Klimowicz is an MƒA Master Teacher and science teacher at NYC iSchool in Manhattan.
JoEllen Schuleman is an MƒA Master Teacher and science teacher at P.S. 199 Jessie Isador Straus in Manhattan.
Single Session Workshops
Co-Teaching: Crafting a Successful and Effective Partnership p
Facilitated B y: MƒA Master Teachers Constance Giannakakis and Yanique Sears
THURSDAY, NOV 14
MƒA
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: TEACHERS ARE ENCOURAGED TO BRING THEIR CO-TEACHERS TO THIS WORKSHOP. PLEASE REGISTER YOUR CO-TEACHING PARTNER USING THIS FORM
Are you in a new co-teaching partnership or looking for ways to make an existing partnership more productive? In this workshop, we will explore how general education and special education teachers can collaborate to develop inclusive and welcoming classroom environments for all students. We will discuss the purpose and function of an integrated co-taught setting, strategies to maximize effective partnership (how do you work with two adults in the room?), and the variety of ways a successful ICT relationship can manifest. This session is best for any middle or high school teacher currently teaching in an ICT partnership.
Constance Giannakakis is an MƒA Master Teacher and science teacher at High School for Construction Trades, Engineering and Architecture in Queens.
Yanique Sears is an MƒA Master Teacher and science teacher at Columbia Secondary School in Manhattan.
Creating
Inclusive
Classrooms:
Countering AntiMuslim Discrimination in Schools p
Facilitated B y: Nazma Khan
WEDNESDAY, SEP 18
MƒA
INQUIRY, PRACTICE, AND LEADERSHIP
Have you witnessed anti-Muslim discrimination or bullying in your classroom or school community? Do you want to create a safe and inclusive space for your Muslim students? This workshop aims to equip teachers with a foundational understanding of the Muslim faith
and the tools to foster a more inclusive and supportive learning environment. First, we will consider the fundamental principles of Islam and their importance to the daily lives of our students. Next, we will discuss the history of head coverings and their cultural and religious significance for Muslims and practitioners of other faiths. Finally, we will tackle Islamophobia in the school environment. We will learn how to identify Islamophobia and discuss effective strategies we can use to prevent and respond to it so that every Muslim student feels safe, valued, and able to learn. This workshop is for any teacher interested in learning how to more effectively support their Muslim students.
Nazma Khan, a TEDx speaker and global changemaker, has significantly reshaped perceptions of Muslims. Named one of the top 50 Influential Muslims in the Americas in 2023 and Best Islamic Leader in 2024, she founded the World Hijab Day Organization to dismantle discrimination against Muslim women. Inspired by her own experiences of bullying and harassment in NYC, especially after 9/11, Nazma founded World Hijab Day in 2013, now observed in over 150 countries. Multiple states and cities have recognized her work, and she has been featured in major international media outlets. In 2021, she founded “International Muslim History Month” to celebrate Muslim contributions.
Data-Driven
Labs in the Physics Classroom
Facilitated B y: MƒA Master Teacher Josh Paugh
WEDNESDAY, OCT 23
MƒA
SCIENCE
Equations are central in physics, but how might we ensure students understand physics equations on both a mathematical and conceptual level? Join us in this workshop as we derive equations from the Physics reference table and explore lab-based data collection and analysis. We will start with a brief discussion on using and understanding the reference table equations. Then, we will conduct a short lab activity demonstrating how labs can be entry points to derive equations. We will conclude by discussing how to reinforce students’ understanding of equations through data-based connection-making. Teachers will leave with a variety of examples and resources. This course is best for any high school physics teacher.
Paugh
in Brooklyn.
Decolonizing Our Minds Through Ancestral and Indigenous Mathematics p
Facilitated B y: Michael Little Crow, Ph.D.
MONDAY, SEP 23
ONLINE
MATHEMATICS
Have you ever wanted to understand mathematics through the eyes of your ancestors? Would you like to connect back with your seven previous generations so you can impact the next seven? Then you have the motivation to start becoming an Indigenous mathematics educator. In this workshop, Dr. LittleCrow, a multiracial mathematics teacher from the Saxon, Celtic, and Anishinaabe peoples, will share the story of his 24-year path as an Indigenous mathematics educator, connecting with the past seven generations of his multiple lines of descent. First, we will draw out and understand our own mathematical stories through peripheral participatory storytelling, where all in the circle are invited to share their insights. Then, we will explore diverse cultural number systems and apply these concepts to the teaching of mathematics. We will use 3,000 year old Vedic mathematics from ancient India as a model of what mathematics looked like before modern colonial power structures. Then we will use this to create and revise guided activities for our students to experience learning mathematics from a decolonized perspective. All teachers interested in deepening their connection to their mathematical ancestry are welcome.
Dr. Michael Little Crow, an esteemed Indigenous Math Educator, is deeply committed to promoting mathematics education and empowering learners from diverse backgrounds. As a member of the Turtle Mountain Chippewa-Cree people, he co-founded OPEN Global Village, Original Peoples Education Network, Inc., which focuses on supporting education initiatives abroad. He collaborates with the education agencies of several tribal nations, including the Pascua Yaqui, Salt River Pima-Maricopa Indian Community, Gila River Indian Community, and various Chippewa nations in North Dakota and Wisconsin. Together, they aim to enhance teaching methodologies and empower educators within these communities.
Josh
is an MƒA Master Teacher and science teacher at Brooklyn Technical High School
Single Session Workshops
Doodle for Self-Care
Facilitated B y: MƒA Master Teacher Vivi Nguyen
THURSDAY, DEC 5
MƒA
INQUIRY, PRACTICE, AND LEADERSHIP
Do you ever doodle in the margins during meetings or notice your students’ doodles on their worksheets?
Doodling can be a natural way to teach students to focus, relax, or meditate. In this workshop, teachers will immerse themselves in simple patterns that can be repeated, mixed, and colored to create their own calming doodle art. We will briefly discuss what constitutes a doodle, why people enjoy doodling, and potential roadblocks. Then, we will quietly explore simple templates and patterns, including those used for socio-emotional learning in advisories or content classes. Finally, we will conclude with how teachers can leverage doodling to support diverse student needs. Everyone is welcome, and no prior drawing skills are required.
Vivi Nguyen is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.
Do You Want to Excel at Excel and Google Sheets?
Facilitated B y: MƒA Master Teachers Peter D’Amico, Rachael Ferreira, and Albaro Guzman
TUESDAY, JAN 14
ONLINE
COMPUTER SCIENCE AND TECHNOLOGY
Google Sheets and Excel are widely used and highly rated platforms for managing and calculating data in a structured and sophisticated manner. For teachers, this often involves managing grades. Join us in this workshop to learn how to use formulas and functions to keep a more organized and effective gradebook, calculate marking period and semester long averages, color code grade distributions, and ultimately develop a sense of data agency. First, teachers will be introduced to basic functions, such as calculating sums, averages,
medians, and standard deviations of a given data set and their own class data. Then, we will share advanced functions, such as weighted averages and conditional formatting. Next, we will demonstrate how to integrate Google Forms with Google Sheets for analyzing assessment data and creating action plans to support student achievement. While the primary focus will be on gradebooks, the skills are applicable to other data collection and analysis projects. All teachers are welcome!
Peter D’Amico is an MƒA Master Teacher and science teacher at Eleanor Roosevelt High School in Manhattan.
Rachael Ferreira is an MƒA Master Teacher and mathematics teacher at Eleanor Roosevelt High School in Manhattan.
Albaro Guzman is an MƒA Master Teacher and mathematics teacher at I.S. 254 in the Bronx.
Earth and Space Science Demo Derby
Facilitated B y: MƒA Master Teachers Daniel Sharoff and Jessica Sharoff
WEDNESDAY, OCT 30
MƒA
SCIENCE
+ PLEASE NOTE: TEACHERS ARE EXPECTED TO SHARE A DEMO OR EXPERIMENT DURING THE WORKSHOP.
Have you been doing the same Earth and Space Science demonstrations for years? Are you looking for new ways to engage students and make the abstract more concrete? Then join us as we share our most interesting and successful Earth and Space Science demonstrations. In this workshop, each teacher will present a short demo or hands-on activity along with a brief “how to” guide so others can replicate the demo in their classrooms. The goal is for everyone to leave with new ideas and a wide array of classroom-ready demonstrations to captivate students throughout the school year. This workshop is best for Earth and Space Science teachers.
Jessica Sharoff is an MƒA Master Teacher and science teacher at Metropolitan Expeditionary Learning School in Queens.
Daniel Sharoff is an MƒA Master Teacher and science teacher at High School for Arts and Business in Queens.
Electoral College: Time for a Change!?
Facilitated B y: MƒA Master Teacher Courtney Ferrell
TUESDAY, OCT 22
MƒA
MATHEMATICS
Are you curious about alternatives to the Electoral College? In this workshop, we will dive into the mathematics of five proposals to change the Electoral College: Electoral Votes Adjusted Proportionally, Proportional Plan, Congressional District and State, Divide Nationally and State, and Popular Vote. First, we will start with polling data for the 2024 election to attempt predictions. Then, teachers will practice these proposals on small data sets and apply their understanding using recent and historical election data. We will discuss and share classroom activities and student work. This workshop is best for mathematics teachers, but all are welcome. Proficiency with Google Sheets will be helpful but is not required.
Courtney Ferrell is an MƒA Master Teacher and mathematics teacher at New Design High School in Manhattan.
Electronics Soldering in the STEM Classroom
Facilitated B y: MƒA Master Teacher Shaina Doherty
WEDNESDAY, NOV 6
OFFSITE
COMPUTER SCIENCE AND TECHNOLOGY
+ PLEASE NOTE: THIS SESSION WILL TAKE PLACE OFFSITE AT BROOKLYN TECHNICAL HIGH SCHOOL.
Ever want to be able to fix that electronic device needing a wire re-attached or a component replaced? The goal of this workshop is to encourage and empower middle school and high school STEM teachers to include the skill of soldering with electronics for circuit building in their classrooms. In this single session workshop, teachers will learn proper safety practices, create their own small soldering project, and explore how soldering engages students in pursuing more handson engineering. Teachers of all levels are welcome; beginners will become familiar with basic skills and tools, and more advanced folks will be encouraged to refine their soldering and de-soldering skills with more
Single Session Workshops
in-depth demonstrations.
Shaina Doherty is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.
Empowering Education: AI-Enhanced Lesson Planning
Facilitated B y: MƒA Master Teachers Nathaly Caraballo, Shea Crockett, and Michelle Simeon
TUESDAY, DEC 17
ONLINE
COMPUTER SCIENCE AND TECHNOLOGY
What if you could harness the power of artificial intelligence to streamline your workload, enhance your teaching methodologies, revolutionize your lesson planning, and boost student engagement? Join us to demystify AI tools and transform your classroom. In this workshop, we will introduce AI in education, highlight potential impacts, and demonstrate tools such as ChatGPT, MagicSchool , Eduaide, and Diffit . Teachers will explore tool functionality through hands-on activities, followed by collaborative group discussions to brainstorm how AI can address subject-specific challenges. Finally, we will share integration strategies to foster a peer-learning environment. By the end of the workshop, teachers will have the knowledge and skills to integrate these AI tools effectively. All are welcome!
Nathaly Caraballo and Michelle Simeon are MƒA Master Teachers and science teachers at Stephen T. Mather Building Arts & Craftsmanship High School in Manhattan.
Shea Crockett is an MƒA Master Teacher and mathematics teacher at Stephen T. Mather Building Arts & Craftsmanship High School in Manhattan.
Enhancing Graph Analysis in Science Education Through TALKS and I2 Strategy
Facilitated B y: MƒA Master Teachers Nathaly Caraballo, Shea Crockett, and Michelle Simeon
WEDNESDAY, DEC 4
MƒA
INQUIRY, PRACTICE, AND LEADERSHIP
Imagine your students confidently interpreting complex graphs, extracting meaningful insights, and engaging in thoughtful discussions that deepen their understanding of scientific concepts. This single session will equip you with two powerful strategies—TALKS (Title, Axis, Labels, Key, and Scale) and I2 (Identify and Interpret)—to transform your teaching of graph analysis. Join us to discover how these strategies can make graph analysis an engaging and integral part of your instruction, empowering your students to become skilled interpreters of data. The session will include collaborative activities to practice the strategies,
exchange ideas, and provide feedback. By role-playing as students, teachers will gain firsthand experience and a deeper understanding of the strategies, fostering empathy and a student-centered approach. Teachers are encouraged to share their experiences, challenges, and successes with formative assessment related to graph analysis. Any middle or high school teachers seeking to enhance their instructional practices in graph analysis are welcome.
Nathaly Caraballo and Michelle Simeon are MƒA Master Teachers and science teachers at Stephen T. Mather Building Arts & Craftsmanship High School in Manhattan.
Shea Crockett is an MƒA Master Teacher and mathematics teacher at Stephen T. Mather Building Arts & Craftsmanship High School in Manhattan.
Single Session Workshops
Enhancing Student Discussion Through Protocols
Facilitated B y: MƒA Master Teacher Danielle Krizek and MƒA Emeritus Teacher Amaris Rodriguez Brown
WEDNESDAY, DEC 4
MƒA
INQUIRY, PRACTICE, AND LEADERSHIP
Are your students hesitant to engage in peer discussions? The goal for this workshop is to provide teachers with simple and effective protocols to support student discussion and increase student ownership. During this workshop, we will engage in multiple discussion protocols from New Visions and School Reform Initiative to understand their required cognitive demand. Next, we will modify protocols to best support our unique student populations. Finally, we will use the last part of our workshop to redesign an upcoming lesson using one of the protocols presented. We will share a folder containing the protocol instructions, examples, and modifications. This workshop is best for middle and high school teachers.
Danielle Krizek is an MƒA Master Teacher and science teacher at Academy of Medical Technology: A College Board School in Queens.
Amaris Rodriguez Brown is an MƒA Emeritus Teacher and science teacher at Academy of Medical Technology: A College Board School in Queens.
Exploring Resources With Science News Learning
Facilitated B y: MƒA Master Teachers Rocheli Apilan and Maria Cheryl Diangco
WEDNESDAY, DEC 4
MƒA
SCIENCE
Would you like to incorporate the latest STEM findings into your curricula with an easy, accessible, and reliable platform? Join us to learn about the Science News Learning program and its extensive library of resources. We will discuss the meaning and importance of developing scientifically literate students and explore lesson plans and student activities connecting real-
world issues with core curricular content and STEM research. Teachers will leave with digital access to the Science News Educator Portal as well as new ideas, inspiration, and materials to begin integrating STEM journalism into their classrooms. This workshop is best for middle and high school science teachers, but all are welcome.
Rocheli Apilan is an MƒA Master Teacher and science teacher at High School for Health Professions and Human Services in Manhattan.
Maria Cheryl Diangco is an MƒA Master Teacher and science teacher at School for Classics High School in Brooklyn.
Fostering
a Welcoming Mathematics Community p
Facilitated B y: MƒA Master Teacher Mathew Sullivan
TUESDAY, SEP 24
MƒA
MATHEMATICS
Many students, especially those from marginalized communities, feel they do not belong in mathematical spaces. How can teachers create an environment of belonging for students in our mathematics classrooms? In this workshop, we will investigate the different dynamics that lead to feeling unwelcome in STEM academic settings, explore how we can nurture the social-emotional aspects of mathematical spaces, and discuss how we can foster a welcoming mathematics community. First, we will engage in a collaborative problem-solving activity and develop the big ideas and goals for the workshop. Next, grounded in the work of Jo Boaler, Francis Su, and Ilana Horn, we will discuss reading and videos about creating mathematical spaces where all students feel welcome. Finally, we will review resources and activities we can use in our classrooms. By the end, we will be ready to meet our students’ social-emotional needs and to build their confidence in themselves and in each other. All are welcome!
Mathew Sullivan is an MƒA Master Teacher and mathematics teacher at M.S. 839 in Brooklyn.
Go Big Orgo Home
Facilitated B y: MƒA Master Teachers Katherine Carr and Steven O’Malley, Ph.D.
THURSDAY, NOV 14
MƒA
SCIENCE
Has it been years since you took organic chemistry? Would you like to brush up on your content knowledge? Join us in this workshop to rediscover your love of “orgo” and learn how to integrate more of it into your chemistry classroom. We will conduct several organic chemistry demonstrations, including separating food dyes with chromatography, changing the properties of polymers, and modeling polarimetry. We will also explore free online textbooks, web-based molecular drawing tools, and organic chemistry apps. Whether you’re a seasoned organic chemistry teacher or just starting, this workshop is for you!
Katherine Carr is an MƒA Master Teacher and science teacher at The Bronx High School of Science in the Bronx.
Dr. Steven O’Malley is an MƒA Master Teacher and science teacher at Stuyvesant High School in Manhattan.
Guardians of the Rainforest: Indigenous-Led Conservation in the Amazon p
Facilitated B y: MƒA Master Teacher Jordan Wolf
WEDNESDAY, JAN 8
MƒA
SCIENCE
Indigenous communities around the world possess extraordinary knowledge of sustaining and restoring ecosystems. One such example is the Maijuna of the Peruvian Amazon. Despite being devastated by loggers, poachers, and the government, they persevere with hope and resilience. While they continue to fight for survival, the Maijuna also provide a model for sustainable conservation. In this workshop, we will learn more about their incredible story, their struggle, and their wisdom. We’ll begin by discussing the colonial roots of environmental injustice, continue by exploring the recent history of the Maijuna’s efforts to maintain
Single Session Workshops
their ancestral way of life, and then examine their role as stewards for conservation. To conclude, we will explore stories and testimonials to share Indigenous-based conservation with our students. This workshop is best for anyone who teaches conservation, climate change, or environmental justice, but all are welcome.
Jordan Wolf is an MƒA Master Teacher and science teacher at Flushing International High School in Queens.
Hexagonal Thinking: Making Scientific Thinking
Visible
Facilitated B y: MƒA Master Teacher Hareem AhmedZia
TUESDAY, DEC 3
MƒA
SCIENCE
Are you interested in practicing a new way to make student thinking visible in your science classroom? Hexagonal thinking is an open-ended assessment tool that allows students to visually demonstrate their understanding of the relationships between vocabulary and ideas. Students are given a deck of hexagons with science concepts and collaboratively rearrange them in a manner that makes sense to them, making connections along the way. In this workshop, teachers will learn different ways to use hexagonal thinking and then collaboratively explore a hexagonal thinking activity from a student perspective. Teachers will leave with customizable resources to apply hexagonal thinking to any science classroom. All science teachers are welcome.
Hareem Ahmed-Zia is an MƒA Master Teacher and science teacher at John Adams High School in Queens.
How Homophobia, Biphobia, and Transphobia Affect Emotional and Mental Well-Being p
Facilitated B y: MƒA Master Teachers Max Chomet and Bill Rodriguez
TUESDAY, DEC 17
MƒA
INQUIRY, PRACTICE, AND LEADERSHIP
Are you interested in learning how homophobia, biphobia, and transphobia affect mental health? Join us to explore the impact of these phobias on the mental health of adults and children. During this workshop, teachers will have in-depth discussions about current research and independently investigate other studies in small groups. Our goals are to (1) examine research on the links between these phobias and mental health, (2) engage in conversations about how we can use this research to empower ourselves and our school communities, and (3) improve our collective mental and emotional well-being. All are welcome!
Max Chomet is an MƒA Master Teacher and science teacher at The Bronx High School of Science in the Bronx.
Bill Rodriguez is an MƒA Master Teacher and science teacher at Forest Hills High School in Queens.
Implementing a MARS Formative Assessment Lesson
Facilitated B y: MƒA Master Teacher Teresa Reggio and MƒA Emeritus Teacher Elizabeth Melore
THURSDAY, OCT 17
MƒA
MATHEMATICS
Have you ever browsed the formative assessment lessons (FALs) on Mathematics Assessment Resource Service (MARS) and felt overwhelmed? In this workshop, teachers will gain confidence and insight into implementing one of these FALs in their mathematics classrooms. First, we will put ourselves in our students’ shoes by completing a pre-assessment. We will then discuss how this pre-assessment can determine student groups for the FAL activity. Then, we will actively engage in completing the group task and brainstorm ways to implement and adapt this lesson to our classrooms.
At the end of the session, teachers will share ideas or plan for FAL implementation. This workshop is best for middle school mathematics teachers; no prerequisite knowledge needed.
Teresa Reggio is an MƒA Master Teacher and mathematics teacher at I.S. 228 David A. Boody in Brooklyn.
Elizabeth Melore is an MƒA Emeritus Teacher and mathematics teacher at P.S. 207 Elizabeth G. Leary in Brooklyn.
Increasing Multilingual Learners’ Access to Class Texts p
Facilitated B y: Joshua Paverud
THURSDAY, JAN 16
MƒA
INQUIRY, PRACTICE, AND LEADERSHIP
Are you seeking teacher-tested tools to support your Multilingual Learner (MLL) population? This workshop will focus on a crucial part of your teaching: how you choose the texts your students read. We will review a culturally responsive text analysis toolkit grounded in the research of Gloria Ladson-Billings and Achieve the Core. Next, we will examine how a school team modified the culturally responsive text analysis toolkit and then tested it with their MLLs as a model for our work. Then, we will customize the toolkit and develop a testing plan for individual schools and classrooms. Finally, we will engage in brief consultations to share and receive feedback in small groups. This workshop is open to anyone interested in increasing the accessibility of classroom texts for MLLs.
Joshua Paverud brings expertise in education and innovation. His background includes serving as a science teacher, MƒA Master Teacher, and Program Facilitator at Eskolta School Research and Design. In his current role, Joshua partners with schools and district partners in codesigning solutions to equity-centered challenges that are meaningful to them. Central to his approach is developing educators as key leaders and dedication to uplifting youth voices. He ensures that the voices of young people are valued, recognizing their perspectives and expertise as critical to designing solutions to equity challenges within school communities.
Single Session Workshops
Integrating Interdisciplinary Data Literacy
Facilitated B y: MƒA Master Teachers Natalie Patrizio-Tully and Kaitlin Smith
MONDAY, SEP 23
ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
Are you interested in strengthening your students’ data literacy skills in your mathematics or science classroom? Join us in building an interdisciplinary resource bank of data visualizations and strategies for their integration into classroom discussions. To start the workshop, we will model and discuss an example of data visualization. Next, we will share examples and logistical tips for implementation. After engaging and thinking through multiple interdisciplinary examples, we will conclude with collaborative time to create our own tasks for future use. We will use data visualizations from The New York Times , Mona Chalabi, The Pudding, Data2go. nyc , and The Museum of the City of New York . No prior knowledge is required! This workshop is best for teachers interested in incorporating interdisciplinary data visualizations into their classrooms.
Natalie Patrizio-Tully is an MƒA Master Teacher and mathematics teacher at The Clinton School in Manhattan.
Kaitlin Smith is an MƒA Master Teacher and science teacher at The Clinton School in Manhattan.
Intellectual Vulnerability in Mathematics
Classrooms p
Facilitated B y: Geillan Aly, Ph.D.
TUESDAY, SEP 24
MƒA
MATHEMATICS
You did all the right things, setting up interactive activities, thought-provoking tasks, and various student collaboration and discussion opportunities and entry points. However, your students still need help or guidance in order to share or discuss mathematics with
their peers. You may ask if there are any questions, and no one raises a hand, but you suspect something needs to be said. In this workshop, we will explore vulnerability and why students may struggle to participate, especially in mathematics. Let’s interrogate how to encourage vulnerability in our students and empower their voices and mathematical identities. This workshop is open to all teachers who are willing to be vulnerable.
Dr. Geillan Aly, the founder of Compassionate Math, is a mathematics educator who centers on socioemotional factors contributing to mathematics success. A former award-winning Assistant Professor who has taught for over fifteen years, Dr. Aly transforms mathematics classrooms through engaging professional development that centers emotions without sacrificing rigor. She received her Ph.D. in Teaching and Teacher Education and Master’s in Mathematics from the University of Arizona. Underlying Dr. Aly’s work is a dedication to equity and social justice. She enjoys traveling and seeing live music and is an avid chef, wife, and mother to a beautiful boy.
Leveraging ChatGPT to Create Educational Scaffolds p
Facilitated B y: Jeanne Garbarino, Ph.D.
TUESDAY, DEC 17
MƒA
COMPUTER SCIENCE AND TECHNOLOGY
Educational rubrics are vital in providing clear and constructive feedback and guiding students toward achieving learning objectives. In this workshop, we will explore the realm of natural language processing and artificial intelligence (AI) to understand how ChatGPT (generative pre-trained transformer) can be a powerful tool to create comprehensive and adaptable educational rubrics and other types of scaffolding to enhance student learning. Specifically, we will spend time getting acquainted with ChatGPT and its capabilities in comprehending and generating precise assessment criteria, enabling personalized feedback and adaptive assessments for individual student needs. Additionally, we will discuss the ethical implications of using AI for educational rubrics and strategies to ensure fairness, transparency, and inclusivity.
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 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 and then conducting postdoctoral studies on cholesterol transport at Rockefeller.
Lights, Camera, FrAction! Tools for Making Educational Music Videos
Facilitated B y: MƒA Master Teachers John Garvey and Wan Park
WEDNESDAY, JAN 15
MƒA
INQUIRY, PRACTICE, AND LEADERSHIP
How can we combine the A and M in STEAM? In this course, we will use technology to create an original mathematical song with an accompanying music video. Along the way, we will learn about easy-to-use tools like GarageBand, logic, iMovie, CapCut, and Final Cut Pro to replicate this project with students. By the end of the course, we hope to have at least one co-created music video and that you will have the knowledge and skills to make your own. While we will make a mathematics video as an example in this workshop, the tools and strategies learned can be applied to make music videos in any subject. No previous experience using video or music production software is required. All are welcome.
John Garvey and Wan Park are MƒA Master Teachers and mathematics teachers at Community School for Social Justice in the Bronx.
Making Sense of Cellular Respiration With HHMI BioInteractive
Facilitated B y: Marisa Alvarado and Kasey Christopher
MONDAY, OCT 21
ONLINE
SCIENCE
Are your students struggling to understand the details of cellular respiration? Do concepts like carbon intermediates, electron transfer, and oxidative phosphorylation leave them feeling exhausted instead of energized? Join us to discover how to use free HHMI
Single Session Workshops
BioInteractive modeling tools to make this complex process more accessible and engaging. We will begin with a set of animations to unpack how cell respiration rearranges molecules in food to provide cellular energy, then discuss how to use scientific modeling with students to build a conceptual understanding of respiration, and finally conclude with a new modeling tool for student assessment. Teachers will leave with evidence-based strategies to build a phenomenonbased metabolism/modeling lesson and tools to make student thinking visible. This workshop is best for high school biology teachers.
Marisa Alvarado teaches biology, Earth Science, and AP Environmental Science for the Grossmont Union School District in San Diego, California. As an HHMI Ambassador, she loves how BioInteractive resources provide her students with opportunities to explore problems, dig into data, work collaboratively, and see real scientists—who look like them—in action! When she’s not teaching, she enjoys paddleboarding, running, and spending time with family.
Kasey Christopher teaches introductory biology, developmental biology, biochemistry, STEM pedagogy, and scientific communication at Duquesne University in Pittsburgh, Pennsylvania. As an educator and HHMI Ambassador, she’s passionate about her work and believes that every student—regardless of their background—is capable of interpreting real scientific data and developing a sense of wonder about the world. When she’s not teaching, she enjoys cooking, reading, hiking, and spending time with family.
Mathematics of Finance and Teaching Financial Literacy
Facilitated B y: MƒA Master Teachers Francesca Pascale and Scott Rizzo
WEDNESDAY, DEC 11
MƒA
MATHEMATICS
Are you interested in teaching students how to be financially independent or starting your own financial literacy class? Join us to explore available resources teachers can easily modify for classroom use. We will begin by sharing our vision for financial literacy in our classrooms and our goals for the workshop. Then, we
will dive into different financial literacy lessons, discuss adaptations for our students, review the mathematics surrounding our everyday financial life, such as choosing between loans or budgeting for a house, and practice using online calculators to help with budgeting. Finally, teachers will explore Next Gen Personal Finance (NGPF), which offers free financial education lessons and assessments. This workshop is best for middle and high school teachers looking to design a new financial literacy course or any teachers seeking financial literacy refreshers.
Scott Rizzo
Math Game Jam
Facilitated B y: MƒA Master Teacher Phylicia Hoyt and Kate Litman
TUESDAY, JAN 7
MƒA
MATHEMATICS
Do you need a break from the norm? Do you want to play original mathematics games made by your peers? Do you believe kids learn best through play? Look no further! In this workshop, we will play a series of mathematics games designed by teachers who are experts in game-based learning. This session will feature original games such as Zero Out (negative numbers), Absolute Blast (absolute value), Complementary Combos (angles combinations), and Roots (factoring quadratics). We will learn about game-based learning principles, embedding assessment into gameplay, and incorporating “roll out” strategies. We will end with a brainstorming session for adapting game mechanics and modifications for different content levels. Teachers will receive “print and play” and digital copies of all the games played during the session. This course is best for middle and high school mathematics teachers with creative minds and playful spirits.
Phylicia Hoyt is an MƒA Master Teacher and mathematics teacher at Quest to Learn in Manhattan.
Kate Litman is an MƒA Master Teacher and science teacher at Quest to Learn in Manhattan.
MLLs and the Translanguaging Classroom: Key Strategies to Get You Started p Facilitated B y: Pamela Jones
TUESDAY, OCT 15
ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
Have you ever wondered how to connect with your Multilingual Learners (MLLs) when you don’t speak their languages? MLLs in our classrooms often face the hegemony of a mythical “Standard English”—they are, in essence, linguistically stopped and frisked into relinquishing their heritage languages. In this workshop, we will examine and challenge our beliefs around language instruction, review key pedagogical strategies rooted in a multilingual worldview, and identify a starting strategy to launch in the short term. By the end of this workshop, we will have begun to shift our mindsets from a monolingual to a multilingual perspective and have a set of practices to implement in classrooms.
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’s in Public Administration from Columbia
Francesca Pascale and
are MƒA Master Teachers and mathematics teachers at New Dorp High School in Staten Island.
Single Session Workshops
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.
More Than Möbius: Scissors, Tape, and Paper Topology
Facilitated B y: Chaim Goodman-Strauss, Ph.D.
WEDNESDAY, OCT 9
MƒA
MATHEMATICS
Discover the topology of surfaces with magic tricks using scissors, tape, and paper. We will begin with the famous Möbius band, a one-sided surface that joins paper strip’s ends with a twist. Whether new or familiar, you’ll be amazed by the unexpected and less well-known methods to cut and manipulate paper strips. Then, we will delve into the tools of topology and the mathematical concepts used to understand surfaces, creating even more exotic surfaces, such as the Klein bottle and a projective plane. Teachers can use these activities as part of a lesson or unit or as standalone classroom activities to teach the mathematical principles of topology in an engaging and accessible way. All are welcome.
Dr. Chaim Goodman-Strauss is the Outreach Mathematician at the National Museum of Mathematics (MoMath). He earned his Ph.D. in Knot Theory at UT Austin and served on the mathematics faculty at the University of Arkansas. He has held visiting positions at the Geometry Center at the University of Minnesota, Princeton University, and the Universidad Nacional Autónoma de México. He has been involved in mathematical outreach for over thirty years, from graduate school to later producing the Math Factor segment/podcast and teaching young mathematicians at Epsilon Camp and Campersand. He is a leader in studying aperiodic tilings and tiling theory, most recently on the team bringing David Smith’s “hat” tile to the world. With John H. Conway and Heidi Burgiel, he is a co-author of the books The Symmetries of Things and the upcoming The Magic Theorem . Dr. Goodman-Strauss is a mathematical illustrator and sculptor, producing participation mathart builds for numerous festivals such as the Gathering for Gardner, NY Math Fest, the UA Honors College Math Circus, and Bamboopalooza.
Optimal Cell Phone Tower Placement: A Graph and Domination Theory Approach
Facilitated B y: Pamela Harris, Ph.D.
WEDNESDAY, NOV 6 ONLINE
MATHEMATICS
Determining the optimal placement of resources, such as cell phone towers, requires careful consideration of coverage requirements, waste management, and cost-efficiency. The solution to these complex problems is the mathematical concept of a dominating set. A dominating set for a graph is a subset of vertices where every vertex is either in the subset or adjacent to a vertex in the subset. By applying graph and domination theory, we can determine the best possible locations for cell phone towers, maximizing effective coverage in the area. In this workshop, teachers will first learn concepts in graph theory including domination theory and some of its generalizations. Then, they will work in small groups to develop and investigate exercises to create student-facing tasks. Finally, teachers will collaborate on how students can engage with and publish these mathematical ideas. No previous knowledge is required, allowing teachers to fully immerse themselves in research-level mathematics. All teachers are welcome.
Dr. Pamela E. Harris is a Mexican-American mathematician and Professor of Mathematics at the University of Wisconsin-Milwaukee. She received her B.S. from Marquette University and M.S. and Ph.D. in mathematics from the University of Wisconsin-Milwaukee. Dr. Harris’s research is in algebraic combinatorics, and she is the author of over 70 peer-reviewed research articles in internationally recognized journals. She is an award-winning educator, a fellow of the American Mathematical Society and the Association for Women in Mathematics, the President and co-founder of Lathisms: Latinxs and Hispanics in the Mathematical Sciences, and co-hosts the podcast “Mathematically Uncensored.”
Personal Mindfulness Practices
Facilitated B y: Simone Ousset Kuranishi and MƒA Master Teacher Erika Stafne
THURSDAY, OCT 24
ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
Do you want to improve your mental health as you juggle teaching, global stressors, and home and family life? Mindfulness practices prove to be effective social-emotional learning (SEL) strategies in promoting well-being. This workshop will provide teachers with research-based methods to incorporate mindfulness practices into their daily lives. Teachers will engage in discussions, reflect on their own coping behaviors and stress triggers, and be provided with tangible guidance and activities to move forward with mindfulness practice and stress reduction strategies. This workshop is open to any teacher wanting to incorporate mindfulness practices into their life.
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 Independence High School in Manhattan.
Physics For All: Teaching Strategies to Engage All Learners p
Facilitated B y: MƒA Master Teacher Robin Norwich
THURSDAY, NOV 14
MƒA
SCIENCE
Are you teaching Regents Physics to students with diverse mathematics and language skills? Do you want to provide opportunities for all your students to be successful? Join us as we apply Dr. Rhonda Bondie’s strategies to the physics classroom. We will create our own “Images Draw You In” and “Sort and Label” physics tasks, discuss the benefits of the infinity quiz, and explore the use of group work, dry erase boards, and problem “slicing” to make problem-solving possible for every student. We will use Physics Regents questions as our focus, but any teacher wanting to explore how to
Single Session Workshops
engage students with Dr. Bondie’s routines is welcome.
Robin Norwich is an MƒA Master Teacher and science teacher at Bayside High School in Queens.
Planning for Climate Action Days
Facilitated B y: MƒA Master Teachers Katie McCarthy and Rose Ventimiglia
TUESDAY, SEP 24
MƒA
SCIENCE
How can we plan meaningful, student-led Climate Action Days at our schools? In this workshop, we will collaboratively design impactful Climate Action Days for our school communities, aligned with the four designated days by New York City Public Schools. We will explore a variety of approaches to engage students, staff, and other community stakeholders in meaningful climate activism. We will focus on creating a climate action plan, which includes curriculum integration, student leadership development, whole school events, community partnerships, and more. Teachers will leave this workshop empowered to inspire environmental stewardship and collective action among students and stakeholders. This workshop is best for Sustainability Coordinators, but all teachers are welcome to join.
Katie McCarthy is an MƒA Master Teacher and science teacher at Sunset Park High School in Brooklyn.
Rose Ventimiglia is an MƒA Master Teacher and science teacher at J.H.S. 167 Robert F. Wagner in Manhattan.
Proofs Without Words
Facilitated B y: MƒA Master Teachers Brian Frechtman and Maria Leon Chu
WEDNESDAY, JAN 15
MƒA
MATHEMATICS
A picture is worth a thousand words, or so the saying goes. In mathematics, an elegant picture can even
replace the need for words altogether. In this workshop, teachers will explore visual proofs to communicate mathematical ideas. Working in groups, we will engage with various visual proofs, using our prior knowledge to explain the proofs. Teachers will then discuss challenges and new understandings that surface. We will look at multiple famous proofs of the Pythagorean Theorem and others that prove results from number theory and calculus. Teachers will learn how proofs without words can convey the mathematical results that they intend to prove. Finally, we will explore the validity and potential pitfalls of proofs without words and how to incorporate them into our classrooms to foster students’ interest and more profound understanding. This workshop is best for any secondary mathematics teacher interested in investigating proofs without words.
Brian Frechtman is an MƒA Master Teacher and mathematics teacher at Beacon High School in Manhattan.
Maria Leon Chu is an MƒA Master Teacher and mathematics teacher at Francis Lewis High School in Queens.
Ready for Environmental Remediation?: Remediated Sites With Engineering Tomorrow
Facilitated B y: Joanna Caudle and MƒA Master Teachers Marissa Maggio and Jennifer Toner
WEDNESDAY, SEP 25
MƒA
SCIENCE
Are you interested in providing your students with free, hands-on engineering experiences? Do you want them to learn about real-world examples of pollution and how engineers clean up polluted sites? Join us as we explore one of the newest resources from Engineering Tomorrow (ET), the “Remediated Sites” lab. We’ll start with an introduction to ET and their free STEM labs and resources. Then, as students, we’ll engage with “Remediated Sites,” to explore how contaminated sites develop, review the chemical properties of solutions, and learn about the remediation methods engineers use to clean water bodies and remove pollutants. Finally, we will work in groups to analyze data from an actual site and create a remediation plan. Be ready to get your
hands dirty and your water clean! All teachers will leave with a sample remediation kit and an ET goody bag. This workshop is best for high school biology, chemistry, and Environmental Science 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 the 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.
Marissa Maggio is an MƒA Master Teacher and science teacher at Stuyvesant High School in Manhattan.
Jennifer Toner is an MƒA Master Teacher and science teacher at Staten Island Technical High School in Staten Island.
Single Session Workshops
RoboExpo
Facilitated B y: MƒA Master Teacher Joel Bianchi, Everton Henriques, Jared Jax, Ph.D., and Greg Sciame
WEDNESDAY, NOV 20
MƒA
COMPUTER SCIENCE AND TECHNOLOGY
Are you interested in creating or expanding a robotics program at your school and want support in getting started? Come to the MƒA RoboExpo! Teachers will explore the panoply of approaches to robotics used by MƒA Master Teachers across various grade levels and contexts, including virtual platforms, Arduinos, Lego, VEX, TETRIX, and FIRST Competition robots. Learn about opportunities to incorporate robotics into your STEM classrooms and join a network of MƒA teachers ready to support you in getting started. To engage your students best, we will explore the benefits of equitable access to hands-on robotics and related electronics applications in high-tech and low-tech (virtual and physical) environments. No previous experience with robotics is necessary.
Joel Bianchi is an MƒA Master Teacher and computer science teacher at Energy Tech High School in Queens.
Everton Henriques and Dr. Jared Jax are MƒA Master Teachers and science teachers at Staten Island Technical High School in Staten Island.
Greg Sciame is an MƒA Master Teacher and computer science teacher at I.S. 318 Eugenio Maria De Hostos in Brooklyn.
The Science of Happiness
Facilitated B y: MƒA Master Teacher Stephen Kos
WEDNESDAY, NOV 20
MƒA
INQUIRY, PRACTICE, AND LEADERSHIP
In 2018, growing concerns about student mental health prompted Yale psychology professor Dr. Laurie Santos to create the course “Psychology and the Good Life,” which quickly became the most popular course in the
university’s history. In this workshop, teachers will gain insight into the scientific foundations of happiness and well-being. Drawing from Dr. Santos’ extensive research and the book, Thanks! How the New Science of Gratitude Can Make You Happier, by Robert A. Emmons, we will dispel common misconceptions about happiness, examine cognitive biases that distort our expectations, and explore evidence-based strategies rooted in the science of gratitude, positive psychology, and other empirically validated principles for cultivating well-being. Teachers will learn practical tools for implementing these happiness-boosting techniques in their personal lives, classrooms, and school communities. All are welcome.
Stephen Kos is an MƒA Master Teacher and science teacher at New Explorations into Science, Technology and Math High School in Manhattan.
Shared Time for Shared Knowledge: Collaboratively Tune and Share Your Success p
Facilitated B y: MƒA Master Teachers Leandra Lockwood-Toronto and Eric Siu
MONDAY, OCT 28
ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
Have you ever scoured Google or TeachersPayTeachers for a well-reviewed lesson only to come up empty? At MƒA, our biggest resource is each other! Join us in this workshop to learn about the Shared Knowledge site, discover how to successfully navigate the submission process, and submit your most effective resources (perfect or not!). We will guide you through resource evaluation criteria to then tune and modify our lessons, projects, units, etc. for ‘live’ peer review and eventually submission to the Shared Knowledge site. We hope our interdisciplinary collaboration will inspire us to not only submit resources but also experience how various pedagogies can be adapted for our own content. Everyone is welcome.
Leandra Lockwood-Toronto is an MƒA Master Teacher and science teacher at Marsh Avenue School for Expeditionary Learning in Staten Island.
Eric Siu is an MƒA Master Teacher and science teacher at Queens High School for Language Studies in Queens.
STEMprov: Improvisation for Effective Communication
Facilitated B y: MƒA Master Teachers Jesse John, Ph.D., and Andy Nissinboim
TUESDAY, DEC 17
MƒA
INQUIRY, PRACTICE, AND LEADERSHIP
Get ready to transform your STEM classroom with improvisation! Join us to explore theater’s role in enhancing communication, staying present, and reading nonverbal cues, all aimed at improving student engagement and understanding. We will start with an introduction to improvisation basics and their applications in STEM education. Teachers will participate in interactive exercises to practice translating complex jargon into everyday language. These techniques will also be demonstrated as innovative formative assessment tools to create a dynamic learning environment. The course is grounded in Impro: Improvisation and the Theatre by Keith Johnstone, The Talent Code by Daniel Coyle, online improvisational technique platforms and videos, and articles and studies on the impact of improvisation on communication and learning in STEM fields. Teachers seeking to invigorate their teaching methods and boost student participation are welcome. No prior knowledge of improvisation or theater is required.
Dr. Jesse John is an MƒA Master Teacher and science teacher at High School for Innovation in Advertising and Media in Brooklyn.
Andy Nissinboim is an MƒA Master Teacher and science teacher at Edward R. Murrow High School in Brooklyn.
Swiftly Synthesizing Slide Decks
Facilitated B y: MƒA Master Teacher Grace Hu
MONDAY, OCT 7
ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
Do you want to create aesthetic and jam-packed informative slide decks quickly and with minimal effort?
Single Session Workshops
The goal of this course is to become a manipulator of Google Slides templates and an expert in combining slide templates to make educational slide decks. In this single session workshop, we will first choose a slide template from slidesgo.com. Next, we will use the ‘edit theme’ menu to personalize the deck to our lesson’s specifications. Finally, we will take time to create our own new and improved slide deck for an upcoming lesson. This workshop is best for teachers wanting to level up their slide deck creations.
Hu
an
World View
Telegraphs:
The Original Email
Facilitated B y: MƒA Master Teacher Marieke Thomas
TUESDAY, JAN 14
MƒA
SCIENCE
How can we use basic circuits to send messages over long distances? In this workshop, we will build basic telegraphs using breadboards, switches, and LEDs and then use them to simulate long-distance communication. We will then learn about Morse code, digital vs. analog communication, and applications of electromagnets in telegraph receivers and relays. This course is best for physics, computer science, and engineering teachers of all grade levels.
Marieke Thomas is an MƒA Master Teacher and science teacher at The Bronx High School of Science in the Bronx.
This Will Knock Your Sockets Off!
Facilitated B y: MƒA Master Teachers Renne Castro and Ashwin Ramanathan
MONDAY, SEP 30
ONLINE
COMPUTER SCIENCE AND TECHNOLOGY
Have you ever wanted to create a multiplayer game or an innovative chatroom? The solution is not as
mystical as it may seem with socket programming! In this workshop, teachers will learn to develop sockets to establish a link between two programs and communicate information back and forth. Using existing programming libraries and socket.io, we can create sockets to exchange information, such as a player’s location or messages between distant people. Teachers will explore and modify existing examples using Python and JavaScript. This workshop is best for teachers with basic programming knowledge.
Renne Castro is an MƒA Master Teacher and computer science teacher at Bayside High School in Queens.
Ashwin Ramanathan is an MƒA Master Teacher and computer science teacher at Jamaica Gateway to the Sciences in Queens.
Transformative Classrooms: Infusing Social Justice in Middle School Mathematics p
Facilitated B y: Debasmita Basu, Ph.D., and Madhavi Vishnubhotla, Ph.D.
THURSDAY, OCT 24
MƒA
MATHEMATICS
Unlock the power of mathematics to inspire social change and empower students in your classroom! Teachers will explore innovative strategies for integrating social justice into middle school mathematics. Through discussions and hands-on activities, we will compare traditional mathematics lessons to those infused with social justice. We will learn to identify, create, and enhance lessons that promote critical thinking and real-world problem-solving. We will also delve into the practical frameworks of Eric Gutstein and Mathew D. Felton-Koestler to address common teaching challenges. By the end of the workshop, teachers will have actionable ideas and lessons to make their mathematics teaching more impactful and relevant. Teachers will be invited to share written artifacts, participate in audio recordings and interviews, implement one or two lessons following the workshop, and provide feedback to support facilitator research. All middle school mathematics teachers are welcome!
Dr. Debasmita Basu is an Assistant Professor of Mathematics and
Quantitative Reasoning at The New School. She began her career as a high school teacher in India before coming to the US to earn her Ph.D. in mathematics education from Montclair State University. Her research focuses on creating mathematics curricula that foster students’ critical awareness of social and environmental justice issues, demonstrating the power and value of mathematics. These activities help students appreciate the practical value of mathematics in their daily lives and use mathematical literacy to understand social and environmental phenomena relevant to their experiences.
Dr. Madhavi Vishnubhotla is an Assistant Professor in Mathematics and Quantitative Reasoning at The New School. Prior to that, she was a high school mathematics teacher both in the US and India. Dr. Vishnubhotla works with in-service and pre-service teachers to understand their pedagogical practices and meanings of mathematical ideas. Her research and professional interests are geared towards teaching mathematics for social justice. She received her Ph.D. in mathematics education from Montclair State University.
Uncovering Quadrilaterals Through Graph Investigations
Facilitated B y: MƒA Master Teachers Evelyn Israel and Kaitlin Nova
THURSDAY, DEC 5
MƒA
MATHEMATICS
How can students explore quadrilaterals on a grid in an engaging way? In this workshop, we will explore a mathematical investigation that allows students to uncover the essential concepts required to classify quadrilateral types on a coordinate grid. We will dive into the steps for implementing this investigation and learn strategies to compare and analyze quadrilaterals using visual evidence and concepts like rotation, reflection, congruent and similar triangles, slope, and the Pythagorean theorem. We will observe patterns and formalize numerical evidence to prove specific quadrilaterals. Then, we will discuss how we would adapt this task for our different students and classroom settings and how we might extend this task to include other mathematical topics we teach. This workshop is best for teachers who want to explore proofs, quadrilaterals, slopes, and the Pythagorean theorem.
Evelyn Israel is an MƒA Master Teacher and mathematics teacher at Humanities Preparatory Academy in Manhattan.
Kaitlin Nova is an MƒA Master Teacher and mathematics teacher at
Grace
is
MƒA Master Teacher and science teacher at
High School in the Bronx.
Single Session Workshops
Welcoming and Empowering MLL Newcomers for NGSS Success p
Facilitated B y: MƒA Master Teachers Denise Bou and Andres Cruz Escobar
WEDNESDAY, OCT 30
MƒA
SCIENCE
With the ever increasing number of immigrant and refugee students, supporting the needs of our multilingual learners is more important than ever. Join us as we discuss how students from different countries learn science and work together to support our newcomers as they adjust to their new learning environments. Specifically, we will concentrate on the NGSS Science and Engineering Practice of “analyzing and interpreting data.” We’ll begin by experiencing the academic and emotional challenges of being in a class that speaks a different language. Then, we will share and model instructional strategies to differentiate for MLLs, compiling them into a resource bank to support future implementation. This workshop is best for all middle and high school science teachers working with MLLs.
Forsyth Satellite Academy in Manhattan.
Denise Bou is an MƒA Master Teacher and science teacher at Murray Hill Academy in Manhattan.
Andres Cruz Escobar is an MƒA Master Teacher and science teacher at I.S. 5 - The Walter Crowley Intermediate School in Queens.
Affinity Groups
Affinity Groups
Affinity Groups are a series of workshops in which teachers with shared identities grapple with how their particular identities intersect and inform their role as STEM educators, their classroom practice, and their engagement with the broader MƒA community.
Affinity Groups
+ PLEASE NOTE: FOR ALL AFFINITY GROUPS, YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY AND PREFERENCE FOR IN-PERSON OR VIRTUAL MEETINGS. CLICK ON THE DATES BELOW TO NAVIGATE TO EACH MEETING’S REGISTRATION PAGE.
Asian American, Native Hawaiian, and Pacific Islander Affinity Group p
Facilitated By: MƒA Master Teachers Yishan Lee, Sin Li, and Cathy Xiong
WEDNESDAYS, OCT 16, DEC 4
ONLINE
COMMUNITY
Do you identify as an Asian American, Native Hawaiian, and/or Pacific Islander (AANHPI) educator who wants to build a tight-knit community and explore how our identities intersect with teaching? In this affinity space, we will celebrate the diversity of social and cultural values within the AANHPI community and discuss the challenges faced by all marginalized folks.
Black, Latinx, and PoC Affinity Group p
Facilitated By: MƒA Master Teachers Leton Hall, Eric Portales, and Samantha Tulloch
WEDNESDAYS, SEP 18, OCT 30, NOV 13, DEC 18, JAN 15
M ƒA & ONLINE
COMMUNITY
Do you identify as a Black, Latinx, Indigenous, or PoC educator interested in discussing the experiences and challenges faced by people of color in the world of education? Join us as we consider the issues met by our communities and support one another in our educational endeavors. We will meet monthly, and the needs of our community will set our agenda.
LGBTQIA+ Affinity Group p
Facilitated By: MƒA Master Teachers Lisa Bueno, Snigdha Das, and Emmett DiPadova
WEDNESDAYS, SEP 25, NOV 13, DEC 11
THURSDAYS, OCT 17, JAN 23
M ƒA & ONLINE
COMMUNITY
Do you identify as LGBTQIA+, and are you interested in meeting other queer educators in the MƒA community? Join us as we collaborate, recharge, and discuss common challenges we may face with fellow LGBTQIA+ STEM teachers. We will meet monthly, and the needs of our community will set our agenda.
Muslim Educators Affinity Group p
Facilitated By: MƒA Master Teachers Hareem Ahmed-Zia and Quratul Waqas
TUESDAY, OCT 8
THURSDAY, NOV 7 ONLINE
COMMUNITY
Are you a Muslim educator interested in meeting others in the MƒA community? Join us in fostering a space for Muslim MƒA teachers to collaboratively discuss issues facing the community in and out of NYC schools and explore how our shared identity relates to our roles as educators in a diverse school system. The needs of our community will set our agenda.
Neurodiversity Affinity Group p
Facilitated By: MƒA Master Teachers Laura Brando and Laura Ralph
WEDNESDAY, SEP 25
THURSDAYS, OCT 24, JAN 16
MONDAY, NOV 18
ONLINE
COMMUNITY
Are you interested in meeting other neurodivergent educators in the MƒA community? Join us in creating a safe, welcoming space to bring authentic voices to the forefront of conversations about neurodiversity. Let’s support one another in building greater awareness
and advocacy for the neurodiversity movement while combating myths and stereotypes. Neurodivergentidentifying individuals and those exploring their relationship to neurodiversity are welcome; no formal diagnosis or prerequisite knowledge is needed.
Space to Breathe: Women of Color Affinity Group p
Facilitated By: MƒA Master Teacher Alana Burgos and MƒA Emeritus Teacher Alyson Lopez
TUESDAYS, SEP 24, NOV 12, JAN 7
M ƒA & ONLINE
COMMUNITY
Do you identify as a Black, Latinx, Indigenous, or Asian American, Native Hawaiian, or Pacific Islander woman interested in prioritizing self-care? Join us to have honest discussions about work-life balance and to pour back into ourselves and each other. We aim to prioritize and expand self-care practices (such as journaling, meditation, vision boarding, and self regulation activities) as we commune with each other. Let’s strategize to make teaching sustainable for us.
Interest Groups
Interest Groups are usually one-time workshops in which small groups of teachers meet informally around a common interest or identity. They provide opportunities to make connections and begin conversations with MƒA colleagues.
Interest Groups
All-Levels Vinyasa Yoga
Facilitated By:
Emilie Brockmann
TUESDAY, OCT 1
MONDAY, NOV 25
WEDNESDAY, DEC 18
ONLINE
COMMUNITY
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.
Are you interested in starting or reconnecting to your yoga practice? In this hour-long virtual session, we will move the body safely through carefully curated yoga postures as we explore different breathing techniques to build heat, seek balance, stretch and strengthen muscles, and quiet the mind. By linking breath to movement, the yoga practice becomes a moving meditation. There will be many modifications offered throughout the class, making it accessible to beginners as well as long-time practitioner.
Emilie Brockmann is a 500hr RYT focusing on Vinyasa, Restorative, Yin, and Prenatal Yoga. She has completed training in Ayurveda, Meditation, and Childbirth Education. She is a certified Birth and Postpartum Doula.
Are you interested in collaborating with fellow AP Biology teachers to reflect on what is and isn’t working in our classrooms? Join us for a post-mortem of the May 2024 AP Biology exam and to discuss how our learnings can inform instruction for the coming school year. We will share best practices for increasing the rigor, engagement, and proficiency of our students’ science skills. All AP Biology teachers are welcome.
Board Game Night
Facilitated By: MƒA Master Teachers Liny Chan, Yishan Lee, Deborah Reich, and Matt Steiniger
TUESDAY, OCT 15
THURSDAYS, NOV 7, JAN 16
MƒA & ONLINE
COMMUNITY
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY AND PREFERENCE FOR IN-PERSON OR VIRTUAL MEETINGS.
Are you interested in learning and playing new games while socializing with your colleagues? If you are curious about the world of board games beyond the classics, this is the space for you! While we play, we will explore game mechanics and brainstorm ideas for incorporating play elements into our instruction. We will provide games and teachers are welcome to bring favorites along as well! All experience levels are welcome, from non-gamers to fellow tabletop gaming enthusiasts.
Building Your Department
Facilitated By: MƒA Master Teachers Athena Colin, Shana Elizabeth Henry, Ph.D., and Abigail Kirchman
MONDAY, SEP 30
ONLINE
COMMUNITY
Are you interested in creating an outstanding department? Whether you’re a new department facilitator or a seasoned leader needing new ideas, join us to informally discuss how to strategically use department time and foster shared growth in your team.
Are you interested in creating a mathematics club or team at your school? Join us to look at the various components of a mathematics team, including curriculum, contests, and team organization. We will
provide teachers with resources to start a mathematics team or club at their school. All established, new, or future mathematics team coaches and teachers are welcome!
Earth and Space Science Teacher Meetup
Facilitated By: MƒA Master Teachers James Anderson and Jeanne Kopun
THURSDAY, NOV 7
ONLINE
SCIENCE
Are you interested in sharing materials, lesson plans, and ideas with other Earth and Space Science teachers?
Join us for an informal brainstorming session about best teaching practices in our subject area. We will collaborate on the difficulties unique to our subject and share resources to encourage student motivation in this complex content area. All Earth and Space Science teachers are welcome.
Elementary Teacher Mixer
Facilitated By: MƒA Staff
THURSDAY, SEP 19
MƒA
COMMUNITY
Are you interested in celebrating the start of the school year by meeting fellow elementary school Master Teachers? Join us for this one-hour mixer to meet new friends and see familiar faces as we learn more about all things elementary—the courses being offered, the expertise and resources within the community, and more!
Exploring Plant-Based Eating
Facilitated By: MƒA Master Teachers Daniel Holstein and Ursula Lovings
MONDAY, JAN 13
ONLINE
COMMUNITY
Are you interested in plant-based eating and need help figuring out where to start? Join us for an informative
Interest Groups
and judgment-free conversation exploring the transition to plant-based eating. We will share resources and strategies to help overcome some of the challenges of changing diets. By the end of the session, teachers will leave with knowledge about which foods can improve health, boost energy, and contribute to environmentally sustainable habits. All are welcome.
Exploring Travel Opportunities With Your Students
Facilitated By: MƒA Master Teachers Ramona Fittipaldi-Deoraj and Andrew Mittiga
MONDAY, NOV 4
ONLINE
COMMUNITY
Are you interested in providing your students with enriching cultural experiences around the world? Join us to discover incredible opportunities for your students and yourself, explore effective fundraising strategies, and gain insights on organizing trips within school and DOE guidelines. This session is best for middle and high school teachers eager to broaden their students’ horizons through travel.
Fiber Arts Interest Group
Facilitated By: MƒA Master Teacher Kate Maschmeyer
TUESDAY, SEP 24
MƒA
COMMUNITY
+ PLEASE NOTE: IF YOU ARE INTERESTED IN PARTICIPATING AND WOULD LIKE GUIDANCE ON SUPPLIES, PLEASE CONTACT THE FACILITATOR.
Are you interested in learning about and sharing fiber arts skills? Do you knit, crochet, spin, weave, cross stitch, embroider, needle felt, or create other fiber art? Join us as we chat, share, learn, and make fiber art! All skill levels are welcome, whether new, novice, or expert—we all have the potential to create something beautiful!
Film Screening: Nocturnes
Facilitated By: Patrick Hurley and Sam Lazar Riviello
WEDNESDAY, JAN 22
MƒA
SCIENCE
+ PLEASE NOTE: THIS SCREENING WILL TAKE PLACE AT THE SANDBOX FILMS THEATER SPACE ON THE 10TH FLOOR.
Are you interested in bringing documentary films into your STEM classroom? Join us at a film screening from our friends at Sandbox Films , Executive Producers of the Oscar-nominated Fire of Love. This semester’s featured film is the documentary Nocturnes, which follows the story of two scientists attempting to unravel the secrets of the hawk moth in the dense forests of the Eastern Himalayas. Nocturnes offers viewers an immersive glimpse into a rarely seen location and encourages everyone to take a closer look at the hidden connections within the natural world. Popcorn will be provided!
Patrick Hurley is the Head of Distribution & Business Affairs at Sandbox Films, where he develops production campaigns while working closely with filmmakers and release partners worldwide to maximize each film’s impact and audience. Patrick has a decade of experience in the documentary film space with roles as the Industry Director at Sheffield DocFest and Distribution Manager at Dogwoof, UK. Patrick holds a degree in economics and political science from the University of Sydney. Prior to working in film, Patrick was a researcher and a teacher.
Sam Lazar Riviello is the Chief of Staff at Sandbox Films, where she plans and directs all administrative, financial, and operational activities while supporting strategic planning initiatives alongside company executives. Prior to joining Sandbox, Sam worked in the executive office of EngenderHealth, a global women’s health and reproductive rights organization. She holds a master’s degree in public administration and a Bachelor of Arts in film marketing.
Getting on the Same Page: Building Reading Comprehension
Are you interested in sharing strategies and tools to identify and address common obstacles to reading
comprehension? Join us to better foster a love of reading amongst our students and boost their academic success. All teachers who want to help their students overcome reading comprehension obstacles and improve their learning are welcome.
Getting Started With Grant Writing and DonorsChoose
Facilitated By: Andy Yung and MƒA Master Teachers Steve Oszust and Jordan Wolf
MONDAY, OCT 7
ONLINE
COMMUNITY
Are you interested in acquiring resources for your classroom and need to find funding? Look no further than DonorsChoose. With over 600 completely funded projects among us, our team of grant writing experts will help you create a DonorsChoose account, teach you the craft of grant writing, and support you in writing and submitting DonorsChoose projects. The skills learned in this session are easily transferable to many other grant applications as well. All teachers who struggle to acquire needed supplies and resources are welcome.
Andy Yung is a pre-K teacher at P.S. 244Q The Active Learning Elementary School. He has used DonorsChoose.org to raise over $35,000 for his classroom, school, and community and is always willing to help those who wish to start their own crowdfunding journey.
Grosvenor Teacher Fellowship: To the Galapagos and Beyond
Facilitated By: MƒA Master Teacher Susie Harter
TUESDAY, DEC 17
MƒA
SCIENCE
Are you interested in partnering with National Geographic and Lindblad Expeditions to travel the world? Join us to discover how to apply for the twoyear Grosvenor Teacher Fellowship, open to any K-12 educator! In this interest group, teachers will learn about an expedition to the Galapagos Islands, its connections to the classroom, and most importantly, how to apply
Interest Groups
for this amazing opportunity.
Growing a Student Research Program
Facilitated By: MƒA Master Teachers Jason Econome and Stacy Goldstein
TUESDAY, OCT 15
THURSDAY, OCT 24
ONLINE
SCIENCE
+ PLEASE NOTE; YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.
Are you interested in developing or enhancing the science research program at your school? Join us to share experiences and strategies for inquiry-based project design, grant proposal and report writing, competition applications, and inclusive student recruitment. This interest group is best for teachers of
science research classes or those looking to integrate more independent science research into existing curricula.
Are you interested in collaborating with other IB Biology teachers? Are you your school’s only IB Biology teacher and looking for thought partners? Join us to share best practices and understand the new changes for the 2025 exams. Any IB Biology teachers or those interested in the IB program are welcome.
Improving Relationships Between NYC Charter and DOE Schools
Facilitated By: MƒA Master Teachers Matthew Fleck and Huan Wang
TUESDAY, DEC 3
M ƒA
COMMUNITY
Are you interested in improving the relationship and fostering collaboration between NYC charter and DOE schools? Join us to explore the tensions between these school communities while also surfacing points of potential collaboration. We will discuss common misconceptions and possible policy changes for better outcomes for all NYC students. All are welcome!
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.
Are you interested in working through calculus problems
with your peers? Whether you want a content refresher or simply want to solve calculus problems for fun, this is the group for you! Join us to do some mathematics, learn from each other’s techniques and reasoning, and engage with the prerequisite skills for current or future courses. We will work through AP Calculus AB exam questions together and explore self-checking Desmos activities spanning all eight AP Calculus AB units.
Let’s Play Spades!
Facilitated By: MƒA Master Teacher Lion Jasmin
THURSDAY, DEC 19
M ƒA
COMMUNITY
Are you interested in the game of spades? Whether you’re an expert or a total novice, join us in learning and playing this card game of bidding, risk-taking, and teamwork!
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.
Are you interested in playing Magic: The Gathering? This is a tabletop card game played by two or more players. Defeat your opponent by casting spells and attacking with creatures to deal damage! Anyone interested in learning how to play or interested in playing casually is welcome.
Math Night!
Facilitated By: MƒA Master Teacher Quratul Waqas
WEDNESDAY, JAN 15
ONLINE
MATHEMATICS
Are you interested in hosting a math night at your
Interest Groups
school? Get your school community excited about mathematics outside the classroom! Join us in sharing ideas and activities that celebrate mathematics, foster a positive school climate, and build community. All mathematics teachers are welcome.
Middle School Science and CRT Meetup
Facilitated By: MƒA Master Teacher Cathy Xiong
MONDAY, JAN 13
ONLINE
SCIENCE
Are you interested in connecting with other middle school science teachers to share experiences and challenges and collaborate on culturally responsive teaching (CRT) best practices? Join us to share resources to support our diverse student populations.
Mindful Yoga
Facilitated By: Roque Rodriguez
WEDNESDAYS, SEP 25, OCT 16, NOV 6, DEC 4, JAN 22
MƒA & ONLINE
COMMUNITY
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY AND PREFERENCE FOR IN-PERSON OR VIRTUAL MEETINGS. EACH IN-PERSON SESSION IS 90 MINUTES LONG, AND EACH VIRTUAL SESSION IS 60 MINUTES LONG.
Are you interested in an hour of mindfulness and selfcare? Join us for a yoga experience in which we turn our attention inward and link our movement and breath. We’ll begin by warming our bodies, then move through a mindful yoga flow, and conclude with a guided yoga nidra meditation. Sessions are open to all yoga practitioners—from first-timers to seasoned yogis.
Roque (pronounced: ROW-Keh), the son of Dominican-American immigrants, is a 500-hour trained yoga teacher. In addition to his 500 hours of training, Roque has studied Anatomy with Jason Brown, Restorative Yoga and Yoga Nidra with Mona Anand, and is a certified Hosh Kids Yoga Teacher. Roque is a proud founder of Suryaside Yoga and Wellness in Queens, NY. When he’s not teaching the Suryaside
community and mentoring his new teacher trainees, he is dedicated to spreading love and yoga to underserved and under-resourced communities through programs and partnerships such as Liberation Prison Yoga, which provides yoga and meditation to incarcerated people, and his “I Can Breathe” Yoga program, which offers teacher training scholarships to BIPOC who want to bring yoga to their community.
Moms at Work
Facilitated By: MƒA Master Teacher Phylicia Hoyt
TUESDAY, OCT 15
WEDNESDAY, DEC 11
ONLINE
COMMUNITY
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.
Are you interested in creating more balance as a mom with a new baby or young children? Then this interest group is for you. Together we will build a community to support each other, from pumping at work to navigating work-life balance and beyond. We will also share tips and tricks for managing it all (or most of it!). This interest group is for new and experienced moms with young children.
One No Trump: Play Bridge!
Facilitated By: MƒA Master Teachers Melanie Battles and Melanie Pflaum and MƒA Emeritus Teacher Sherri Shaarbafan
THURSDAYS, OCT 17, DEC 5, JAN 23
MƒA
COMMUNITY
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.
Are you interested in the game of bridge? Whether you’re a tournament player or novice, join us in learning this card game of bidding and trick-taking! We will also play whist, euchre, hearts, and spades!
Overbooked
Facilitated By: MƒA Master Teacher Phylicia Hoyt and MƒA Emeritus Teacher Theresa Stanley
WEDNESDAYS, OCT 9, DEC 4
THURSDAY, NOV 14
TUESDAY, JAN 14
MƒA & ONLINE
COMMUNITY
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY AND PREFERENCE FOR IN-PERSON OR VIRTUAL MEETINGS. THE BOOK DISCUSSED IN EACH MEETING WILL BE POSTED ON THE SMALL-WORLD NETWORK.
Are you interested in reading for fun but don’t always have time? Join our book club as we read (mostly fiction) for enjoyment and come together to discuss each book. Most recently, Overbooked has read: Iona Iverson’s Rules for Commuting by Clare Pooley, This is How You Lose the Time War by Amal El-Mohtar and Max Gladstone, How Far the Light Reaches: A Life in Ten Sea Creatures by Sabrina Imbler, and Major Pettigrew’s Last Stand by Helen Simonson.
Planning for Retirement as a NYCDOE Teacher
Facilitated By: MƒA Master Teachers Andrea Cannizzaro, John McCoy, and Brittany Murdock
TUESDAY, OCT 29
ONLINE
COMMUNITY
Are you interested in maintaining or improving your standard of living in your “golden years”? Are you thinking about the future and planning for retirement?
Considering the 3 Tier Stool Approach, we will discuss strategies for replacing income in retirement, optimizing and balancing risk, and managing Roth vs. pre-tax options. This session will have information for establishing retirement plans and foundations, including differentiated resources for those further along in the process looking to map and project growth. Retirement comes quickly, so get acquainted with your options to help support your future!
Interest Groups
Planning for the Black Lives Matter Week of Action
Facilitated By: Liv Roach and MƒA
Master Teacher
Courtney Ferrell
WEDNESDAY, JAN 8
MƒA
COMMUNITY
Are you interested in speaking with like-minded educators about how to integrate the Black Lives Matter at School week of action into your teaching practices? BLM at Schools is a national movement addressing racial injustice in education, celebrating Black joy, confronting anti-Blackness, and building authentic partnerships with all who support creating equitable school communities. Join us to plan lessons, school activities, and possible cross-school collaborations! All are welcome!
Putting the Field in Field Studies
Facilitated By: MƒA Master Teacher Melissa Dowd and Sarah Gribbin
WEDNESDAY, OCT 9
MƒA
SCIENCE
Are you interested in taking your students out into the field? Do you want to identify interesting field site locations and design meaningful field study assignments? Join us to explore various citywide field locations and find ways to link the work to your curriculum. We will brainstorm site locations, academic programming, and logistics. All teachers wanting to get students out of the classroom and into the field are welcome.
Sabbaticals: Paid Leave for Study or Research
Facilitated By: MƒA
Master Teachers Maria Leon Chu and Crystal Thiele
MONDAY, OCT 7
ONLINE
COMMUNITY
Are you interested in a paid sabbatical leave for study or research? We will cover how to apply, ideas for programs, full or half year sabbaticals, how to select courses and projects, what is expected of you, and the fine print. We have both successfully been granted sabbaticals and are happy to share about the process. All are welcome!
Sci-Fi Book Club: Educational Utopias
Facilitated By: MƒA Master Teacher Juliana Ritter
WEDNESDAYS, OCT 16, NOV 13, DEC 18
MƒA
COMMUNITY
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.
Are you interested in reading utopian-themed books? Are you brave enough to dream up utopian worlds, classrooms, and education systems for you and your students? Join us as we read authors such as Octavia Butler, Ursula Le Guin, and Kim Stanley Robinson and discuss how literary utopias can unlock new (better?) worlds! This interest group is for anyone feeling stuck in our political or educational system and wanting the freedom to imagine a brighter future. All are welcome!
Side Hustles: Ways to Supplement Your Income
Facilitated By: MƒA Master Teachers Ramona Fittipaldi-Deoraj and Annycardeli Lopez
MONDAY, OCT 28
ONLINE
COMMUNITY
Are you interested in making more money or having trips around the world fully financed? Then this is the interest group for you! Join us to create a community for sharing different resources, jobs, fellowships, etc.,
to boost your teaching income. Let’s create multiple streams of income together! We will provide a space for teachers to share their current methods and plan new ways to make more money.
Solve a Rubik’s Cube!
Facilitated By: MƒA Master Teacher Shana Elizabeth Henry, Ph.D.
TUESDAYS, OCT 8, DEC 3
MƒA
COMMUNITY
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.
Are you interested in learning how to solve a Rubik’s Cube? Join us as we work through the basic algorithms to solve this classic puzzle! This interest group is for beginners in particular, and teachers are highly encouraged to sign up for both sessions.
Sound Meditation: Exploration and Experience
Facilitated By: Emilie Brockmann
THURSDAY, JAN 16
MƒA
COMMUNITY
Are you interested in experiencing sound meditation and learning how different instruments, acoustics, and applications can affect states of consciousness? Join us for an evening of exploration and relaxation through sound meditation.
Emilie Brockmann is a 500hr RYT focusing on Vinyasa, Restorative, Yin, and Prenatal Yoga. She has completed training in Ayurveda, Meditation, and Childbirth Education. She is a certified Birth and Postpartum Doula.
Special Educators United
Facilitated By: MƒA Master Teacher Jake Leibold
WEDNESDAYS, OCT 30, JAN 8
ONLINE
COMMUNITY
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.
Are you a special educator seeking collaboration? Join
Interest Groups
us to share best practices and strategies to streamline our workload and improve our efficacy and joy. As we discuss the successes and challenges of being a special educator, we will consider our roles inside the classroom supporting students with and without IEPs, co-teaching partnership dynamics, and IEP writing and goal tracking. This session is best for special educators, but is open to all.
Teachers as Parents
Facilitated By: MƒA Master Teachers Sharon Collins and Kent Hansan
WEDNESDAY, OCT 23
MƒA
COMMUNITY
Are you interested in grappling with the challenges of being a teacher and a parent? Join us to explore questions such as how can we enter conversations with school communities as parents with significant experience and deeply held beliefs on education; bring that same perspective and advocacy to our own schools and practices; and achieve work-life balance? Informed by experiences leading the Community Education Council for District 3, we will provide space for MƒA teacher-parents to examine pathways to parent leadership in PA/PTAs and beyond.
Think Tank for MƒA Course Proposals
Facilitated By: MƒA Master Teachers TBD
MONDAY, NOV 18
WEDNESDAY, JAN 22
ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY. ONE OF THE MEETINGS WILL BE SPECIFICALLY GEARED TOWARDS ELEMENTARY SCHOOL TEACHERS.
Are you interested in facilitating a course at MƒA but don’t know where to start? Maybe you have a course
idea but need help honing and developing it. Join us in this informal setting to find out what it takes to create a successful proposal. MƒA Master Teachers experienced with course proposal and facilitation will share their successes and challenges and you will have an opportunity to present, discuss, reflect, and receive feedback on your ideas.
Trivia Night
Facilitated By: MƒA Master Teacher Keith Lau
TUESDAYS, SEP 24, OCT 1, NOV 12
MƒA & ONLINE
COMMUNITY
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY AND PREFERENCE FOR IN-PERSON OR VIRTUAL MEETINGS.
Are you interested in testing your knowledge? Then put your lesson plans aside and enjoy a night of pub-style trivia! Come on your own or with a team. All types of knowledge and random facts are welcome.
Tutoring: Growing Your Tutoring Side Gig
Facilitated By: MƒA Master Teacher Joseph Buro and MƒA Emeritus Teacher Felicia Giunta
MONDAY, SEP 23
ONLINE
COMMUNITY
Are you interested in discussing ways to take the classic teacher side job of tutoring and turn it into an amazing source of income? We have been tutoring for years and will share our strategies to make the business practice of tutoring something you can scale to your desire— without any worries about conflicts of interest or inconvenience to your free time.
MƒAdventures
MƒAdventures
MƒAdventures are offsite events organized by MƒA teachers that allow teachers to explore shared interests. They are a great way to meet MƒA community members outside the MƒA office.
MƒAdventures
Bowling on the Lower East Side
Coordinated By: MƒA Master Teachers Ben Morgenroth and Will Russell
THURSDAYS, SEP 19, NOV 7
OFFSITE
COMMUNITY
+ PLEASE NOTE: TEACHERS ARE RESPONSIBLE FOR THEIR OWN FOOD, DRINKS, AND BOWLING COSTS. YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.
Are you interested in bowling with MƒA colleagues? Join us for an evening of bowling at The Gutter on the Lower East Side. Teachers are not required to bowl and are welcome to socialize.
+ PLEASE NOTE: TEACHERS ARE RESPONSIBLE FOR THEIR OWN FOOD AND DRINKS.
Are you interested in building community with other MƒA teachers who work or live in the Bronx or Upper Manhattan? Let’s get to know each other while sharing teaching experiences and resources over drinks, snacks, and games. This meetup is a fantastic opportunity to reconnect with friends and neighbors and meet new ones. Colleagues who are interested in learning more about MƒA are welcome as well!
Escape the Room Adventure
Coordinated By: MƒA Master Teachers Ramona Fittipaldi-Deoraj and Annycardeli Lopez
THURSDAY, SEP 19
OFFSITE
COMMUNITY
+ PLEASE NOTE: TEACHERS MUST COVER THE $39 COST OF THE ESCAPE THE ROOM.
Are you interested in tackling puzzles, piecing together clues, and forging connections with other MƒA teachers? Join us for an exciting adventure as we collaboratively navigate challenges and, hopefully, escape the room! We will meet at MƒA for pizza and walk to Escape the Room together. All teachers are welcome!
Family Fun Astronomy Night
Coordinated By: MƒA Master Teachers David Deutsch and Alia Jackson
FRIDAY, JAN 10
OFFSITE
COMMUNITY
Are you interested in stargazing? Join us with your family for an evening of fun astronomy-related activities and an opportunity to look at various objects through several different types of telescopes. There will be a few activities for children to create something astronomy related, and several telescopes will be available for viewing. All MƒAers and their families interested in the night sky are welcome!
Hiking Staten Island’s Greenbelt
Coordinated By: MƒA Master Teacher Didi O’Brien
SATURDAY, NOV 16
OFFSITE
COMMUNITY
Are you interested in hiking the scenic Greenbelt? Join us for an exhilarating four-mile journey through quiet trails full of diverse native species now thriving in their natural habitats, once polluted by sewage drainage from the Fresh Kills Landfill. Expect to encounter remnants of ancient mills and abandoned settlements, freshwater
springs, tidal wetlands, beaver dams, human-made mountains, glass eel sanctuaries, and, if fortune favors us, majestic bald eagles soaring overhead.
MƒAle: A Brewery
Adventure
Coordinated By: MƒA Master Teachers Courtney Ferrell and Dave Richardson
FRIDAY, SEP 27
SATURDAY, NOV 2
OFFSITE
COMMUNITY
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.
Calling all craft beer enthusiasts! Join the MƒA community at breweries around NYC for networking, community building, and some games!
MƒA on Broadway
Coordinated By: MƒA Master Teachers Brittany Beck and Courtney Ferrell
TBD
OFFSITE
COMMUNITY
+ PLEASE NOTE: FACILITATORS WILL EMAIL TEACHERS ABOUT DATES AND PRICES, AND TEACHERS ARE RESPONSIBLE FOR PAYING FOR THEIR TICKETS.
Are you interested in attending Broadway shows with other MƒA teachers? Are you drawn to the lights of Broadway and the magic of performance? Join us to experience Broadway together, bond and network within our community, and perhaps be inspired to enrich our classrooms! We will choose shows based on interest and availability.
MƒAdventures
Mosaics
for Beginners
Coordinated By: MƒA Master Teachers Jackie Rivas and Scott Wassmuth
THURSDAYS, OCT 17, OCT 24
OFFSITE
COMMUNITY
+ PLEASE NOTE: THIS IS A TWO SESSION M ƒADVENTURE.
Are you a puzzle enthusiast? Then you will love mosaics! Join us in this two session MƒAdventure to learn how to create mosaics with stained glass. We will explore the basics of creating a pattern, cutting, nipping, gluing, and grouting to create our own mosaic art pieces! The first session will focus on planning our mosaic designs as we choose, cut, and nip glass then glue the pieces down. For the second session, we will grout and finish our mosaic art pieces—our very own puzzles! No previous artistic abilities needed.
National Museum of the American Indian: Indigenous STEM Innovations
Coordinated By: MƒA Master Teachers Patricia Yee and Mehmet Zubaroglu
SATURDAY, OCT 5
OFFSITE
COMMUNITY
Are you interested in learning about Indigenous contributions to STEM? Join us at the National Museum of the American Indian to discover Native innovations, technologies, artwork, and history. Teachers will leave with ideas to share with students in celebration of Indigenous People’s Day. Admission to the museum is free!
Prospect Park Bike Ride
Coordinated By: MƒA Master Teacher Ben Morgenroth
SUNDAY, OCT 20
OFFSITE
COMMUNITY
Are you interested in biking with your MƒA friends and colleagues? Join us for a bike ride in Prospect Park! We will set our own pace while taking three laps around the 3.3-mile Prospect Park loop. The ride will take about one hour, but teachers are welcome to peel off early or to keep riding. Teachers are invited to grab a bite to eat together afterward. Please bring your own bike (rentals and CitiBikes are great, too!). Helmets are strongly encouraged!
Are you curious about how to make clothing or bags? Join us to learn sewing machine basics and leave with a self-sewn grocery tote bag. You can jump into many crafting spaces from there, including garment sewing, quilting, upholstery, and costume-making! All are welcome, and no previous experience in sewing is required!
MƒAdventures
Stained Glass Creations: Beginner
Coordinated By: MƒA Master Teachers Emmett DiPadova, Jackie Rivas, and Scott Wassmuth
TUESDAY, OCT 1
OFFSITE
COMMUNITY
Are you interested in how stained glass crafts are made? Do you want to make stained glass items for yourself or as a gift for someone else? Join us at the NYC Museum School to learn the basics and hone your stained glass making skills. At the end of the session, you will have your very own piece! You may even want to create more pieces in the advanced single session workshop offered later in the semester. No previous artistic ability is needed to sign up and create stained glass!
Teachers, Take a Hike!
Coordinated By: MƒA Master Teachers Courtney Ferrell and Yishan Lee
SATURDAYS, SEP 28, OCT 19
OFFSITE
COMMUNITY
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.
Are you interested in hiking as a way to rejuvenate and reflect as a teacher? If you need an escape from the city to explore nature, join us on the trail! Before each hike, we will communicate about transportation needs.
Westchester County MƒA Bowling Meetup!
Coordinated By:
MƒA Master Teacher Diane Thole
SATURDAY, OCT 26
OFFSITE
COMMUNITY
+ PLEASE NOTE: TEACHERS ARE RESPONSIBLE FOR THEIR OWN FOOD, DRINKS, AND BOWLING COSTS.
Are you interested in building community with other MƒA teachers who live in Westchester County? Let’s share teaching experiences and resources over drinks, snacks, and bowling. This meetup is a fantastic opportunity to reconnect with and meet new friends and neighbors! STEM colleagues interested in learning more about MƒA are also welcome.
Thursday Thinks
Thursday Thinks are monthly STEM talks open to MƒA teachers, their colleagues, and guests from the wider STEM community. This speaker series features engaging and accomplished experts who delve into cutting-edge mathematics, science, computer science, and education topics.
For the fall 2024 semester, in-person Thursday Think attendance is creditbearing, meaning it will count towards your fellowship minimum attendance requirements.
Thursday Thinks
You Spin Me Right Round: Tesla’s Greatest Invention
Speaker: Jeremy Fielding
THURSDAY, OCT 10
MƒA AUDITORIUM & ONLINE
COMPUTER SCIENCE AND TECHNOLOGY
Nikola Tesla was just 21 years old when he created a device that would transform the world. Today, this device is everywhere—in the bathroom, bedroom, living room, and even the garage. Your kitchen likely has at least five of them. What is this revolutionary device? The AC induction motor. Considered to be Tesla’s greatest invention, the AC induction motor is one of the most reliable, efficient, and widely used tools today and the primary reason homes worldwide use AC current. Invented in the 1800s when other motors used brushes, this motor transfers power wirelessly, making it the most durable spinning device on the planet. In this talk, tinkerer, teacher, and engineer Jeremy Fielding will
teach us how induction motors work, highlighting the role of electromagnetism and making them come alive with props easily transferable to the classroom. The talk will be followed by a hands-on opportunity for teachers to explore, play with, and build their own induction devices.
Jeremy Fielding is a self-taught mechanical engineer with seven years of experience in industrial machine design, prototyping, and automation. He also has a deep love for teaching engineering concepts and demonstrates them through projects on his YouTube channel . Built with teaching in mind, the channel has received over 50 million views and draws an international audience. Jeremy aims to make complex engineering concepts accessible with clear explanations and engaging real-world applications. His videos on engineering and electric motors are widely used by college classrooms around the world—one of his most watched projects centers on building an industrial-grade robot from scratch. Jeremy has received several awards, including YouTube’s “Next Up” Award, the Silver Play Button Award, and the Creator Honor Award for best engineering YouTube channel. Jeremy is married with four children who are often seen in his videos as they participate in the build process. In his free time, he enjoys playing board games with his children, learning about other cultures, and practicing his Mandarin Chinese through reading and language exchanges.
Pondering Playfulness: How to Unveil the Mathematics That Matters
Speaker: Eddie Woo
TUESDAY, NOV 19
MƒA AUDITORIUM & ONLINE
MATHEMATICS
Teaching goes beyond covering the syllabus and preparing students for standardized tests. Rather, our goal is to connect with our students and deeply engage them in learning—an often challenging task! One of the best ways to create a classroom environment that fosters student motivation is by rediscovering the joy of learning through playful mathematics. When implemented thoughtfully, play offers a powerful way to challenge students and nurture their cognitive curiosity. In this interactive talk, Australian teacher and YouTuber Eddie Woo will present the pedagogical principles behind a range of activities, providing a low floor, high ceiling, and wide walls approach to encourage mathematical thinking. Throughout, Eddie will engage teachers in a variety of collaborative, play-centered, and skill-based activities ready to implement in any mathematics classroom.
Eddie Woo is a high school mathematics teacher and Mathematics
Thursday Thinks
Education Professor in Sydney, Australia. Eddie is also the creator of Wootube , a YouTube channel where he shares his everyday classroom lessons with students and teachers across the world. His channel has more than 1.8 million subscribers and over 160 million views. Eddie leads a statewide government program, the Mathematics Growth Team , and has presented to educators around the world, including Dubai, Uganda, and across Southeast Asia. In 2018, the Global Teacher Prize recognized him as one of the top 10 teachers in the world. When he’s not teaching or uploading YouTube videos, Eddie is a children’s TV host and author. He has published four books on his love of mathematics: It’s a Numberful World (recognized as a Mathical Honor Book in 2020), Woo’s Wonderful World of Maths , Eddie Woo’s Magical Maths 1 & 2 , and Whodunnit Eddie Woo?
MT²: Master Teachers on Teaching - Be the Change: Think Global, Teach Local
Speaker: MƒA Master Teachers
THURSDAY, DEC 12
MƒA AUDITORIUM & ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
Similar to a TEDx event, MT²: Master Teachers on Teaching features original and thought-provoking
presentations by MƒA Master Teachers. The 13th annual Master Teachers on Teaching theme is “Be the Change: Think Global, Teach Local.” Speakers will explore this theme, what it means to them personally and professionally, and how it applies to their classroom and classrooms across New York City. Join us to experience these innovative and inspiring talks given by our very own MƒA Master Teachers. If you would like to present at this year’s event, please propose your talk idea here
Eliminating “Forever Chemicals” From the World’s Water
Speaker: Leslie Hamilton, Ph.D.
THURSDAY, JAN 9
MƒA AUDITORIUM & ONLINE
SCIENCE
Perfluoroalkyl and polyfluoroalkyl substances (PFAS) are a group of ~15,000 widely used, long-lasting chemicals that have caused widespread contamination in our air, water, and soil. Compounds in PFAS are so resilient that they persist in the environment rather than degrading naturally, earning them the label “forever chemicals.” Studies have shown that PFAS exposure may be linked
to harmful effects in humans and animals, including liver damage, decreased immunity, and congenital disabilities. To address the growing challenge of PFAS, the Johns Hopkins University Applied Physics Laboratory is developing multiple technologies that work together to achieve complete PFAS remediation. These technologies include materials for PFAS capture and separation, chemical strategies for environmentallyfriendly PFAS destruction, materials for byproduct sequestration, and the development of PFAS-free Aqueous Film Forming Foams, like those needed in fire extinguishers. In this talk, Dr. Leslie Hamilton will discuss these technologies and present strategies for all of us to work towards PFAS-free waters.
Dr. Leslie H. Hamilton leads the Materials Research portfolio in the Research and Exploratory Development Department at the Johns Hopkins Applied Physics Laboratory (JHU/APL). She is an interdisciplinary scientist with materials science, chemistry, and biology expertise. She has extensive experience leading multidisciplinary teams towards innovative solutions for technically challenging problems. An important thrust within the Materials Research portfolio is the development of materials and chemistries to enable environmental resilience, with a focus on technologies to ensure the availability of clean water. Dr. Hamilton received her B.S. in Materials Science and Engineering from North Carolina State University and her Ph.D. in Materials Science and Engineering from Stanford University. Prior to joining JHU/APL, she worked at the Microelectronics Center in Provence, France, and the National Institute of Standards and Technologies.
Equity Webinar Series
Equity Webinar Series
Equity Webinar Series are virtual workshops open to MƒA teachers, other Master Teacher programs, and people interested in learning more about MƒA. Each webinar leads with a nationally recognized STEM educator talk, followed by breakout sessions, where small groups discuss how they can apply these powerful ideas in their classrooms.
For the fall 2024 semester, Equity Webinar attendance is credit-bearing, meaning it will count towards your fellowship minimum attendance requirements. Teachers are expected to stay for the entire session, including the talk and the small group discussion.
Equity Webinar Series
Archaeology of the Self: Toward Sustaining Racial Literacy in Education p Speaker: Yolanda Sealey-Ruiz, Ph.D.
MONDAY, OCT 28
ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: TEACHERS ARE EXPECTED TO STAY FOR THE ENTIRE SESSION, INCLUDING THE TALK AND SMALL GROUP DISCUSSION.
Educators who develop racial literacy engage in necessary personal reflection about their racial beliefs and practices, and can teach their students to do the same. Racial literacy in schools includes reading, writing about, discussing, and interrupting situations and events that are motivated and upheld by racial inequity and bias. As we navigate a world where current events continually highlight these challenges, it is crucial to consider how we can support all students, fostering environments where every student feels seen and valued. Sustaining racial literacy is possible through an “Archaeology of the
Self™” approach, an action-oriented process grounded in love, humility, reflection, an understanding of history, and a commitment to working against racial injustice. In this talk, Dr. Sealy-Ruiz will invite teachers to (1) engage in deep self-reflection to uncover and critically examine their own racial beliefs and practices, (2) learn about racial literacy, and (3) embark on an action-oriented journey, committing to ongoing work against racial injustice and promoting a more equitable and inclusive educational environment. Teachers will leave with practical tools and strategies to implement racial literacy in their classrooms and schools.
Dr. Yolanda Sealey-Ruiz is a Professor of English Education at Teachers College, Columbia University, where she is also the founder of the Racial Literacy Project@TC and Racial Literacy Roundtables series. Her research has appeared in several academic journals, and she is the co-author of the award-winning book Advancing Racial Literacies in Teacher Education: Activism for Equity in Digital Spaces . Dr. Sealy-Ruiz is a multiple honoree of EdWeek’s EduScholar Influencers—a list of the top 1% of educational scholars in the United States. Yolanda appeared in three documentaries: Spike Lee’s “2 Fists Up: We Gon’ Be Alright,” about the Black Lives Matter movement and the campus protests at the University of Missouri, “Defining Us, Children at the Crossroads of Change,” about supporting and educating the nation’s Black and Latinx male youth, and the forthcoming “Black Girls,” about advocacy among Black girls and women in society. Yolanda has also published two poetry collections, Love from the Vortex & Other Poems and The Peace Chronicles . She opened the 2022 TEDx UPENN conference with her talk: “Truth, Love & Racial Literacy.” Connect with Yolanda on Twitter at @RuizSealey and on Instagram at @yolie_sealeyruiz.
Addressing Race, Health, and Equity in the Science Classroom p
Speaker: Udodiri R. Okwandu, Ph.D., and Ilyana Sawka
THURSDAY, JAN 9
ONLINE
SCIENCE
+ PLEASE NOTE: TEACHERS ARE EXPECTED TO STAY FOR THE ENTIRE SESSION, INCLUDING THE TALK AND SMALL GROUP DISCUSSION.
Race permeates every aspect of our society, influencing it profoundly. How do we begin to understand race and its impact on science and medicine and better prepare our students to explore these questions? In this talk, Dr. Udodiri Okwandu and Ilyana Sawka will briefly discuss the history of racism in science and examine the structures that prevent racialized groups, specifically Black Americans, from equitable access to opportunities in healthcare, education, and STEM fields. Then, they will discuss the Racial Diversity, Equity, and Inclusion in Science Education (RDEISE) content and resources available on LabXchange, a free online platform for race and science curriculum from Harvard University. Developed in collaboration with leading scholars,
Equity Webinar Series
including Dr. Okwandu, RDEISE aims to challenge the idea that science is separate from social issues, promote inclusive and accessible science education, and equip educators with the necessary tools to address these topics in the classroom. This webinar is best for science and health teachers, but anyone seeking resources to advance equity through inclusive teaching is welcome.
Dr. Udodiri R. Okwandu is a historian of science and medicine whose scholarship and teaching contextualize profound racial, gender, and class inequities within the U.S. healthcare landscape. She is particularly interested in examining the historical contexts of psychiatric and reproductive health injustices and sociocultural understandings of health and disease. She is a Presidential Postdoctoral Fellow in the Department of Women’s, Gender, and Sexuality Studies at Rutgers University-New Brunswick. As a Presidential Scholar at Harvard University, Udodiri earned her Ph.D. and M.A. in the History of Science.
Ilyana Sawka is the Outreach and Communications Manager for LabXchange. By sharing the LabXchange story with learners, educators, and administrators, and developing collaborations with mission-aligned organizations, the platform has garnered over 51 million visitors. Prior to her current role, Ilyana held positions at the Harvard Kennedy School and collaborated with the late Dr. Robert Lue, molecular and cellular biology professor at Harvard University. She holds a B.A. in history from Yale University and an ALM in international relations from Harvard University.
Community Contributions
Community Contributions are leadership opportunities for MTII+ (teachers in their second, third, fourth, or fifth Master Teacher Fellowship) to deepen their connections within the MƒA community by becoming involved with admissions, recruitment, communications, facilitation, supporting new MƒA teachers, and other leadership activities. Please review each contribution for its unique structure and requirements.
Community Contributions
2025 MƒA Summer Think Planner
Coordinated By: MƒA Staff
WEDNESDAYS, DEC 18, JAN 15, FEB 12, MAR 12, APR 2, MAY 7, JUN 11
M ƒA & ONLINE
COMMUNITY
+ PLEASE NOTE: THIS IS A YEAR-LONG HYBRID COMMUNITY CONTRIBUTION. SESSION 1 WILL TAKE PLACE IN-PERSON AT M ƒA. SESSIONS 2 THROUGH 7 WILL TAKE PLACE VIRTUALLY.
Have you attended at least one MƒA Summer Think? Are you a creative and passionate teacher with innovative ideas about conference programming, time management and organizational skills, and an open and collaborative spirit? Then this community contribution is for you! Planners meet monthly from Dec 2024 through Jul 2025 to design, plan, and lead the 2025 MƒA Summer Think. Between sessions, planners read proposals, email teachers, and brainstorm ideas. Additionally, all planners must attend the 2025 MƒA Summer Think, which will take place Jul 8-10, 2025.
Community Builder and Event Planner
Coordinated By: MƒA Master Teacher Arah Lewis and MƒA Associate Director of Program Operations & Events Kiara Rodriguez
TBD
M
& ONLINE
COMMUNITY
Are you interested in discovering the power of event planning? Have you ever wondered how to plan events that foster belonging and create lasting impacts? Would you like to be part of a team that aims to encourage a sense of community at MƒA? Join this community contribution to refine your event planning skills through hands-on experience. We will collaborate to develop a series of creative and engaging events and workshops that promote connection and wellness within and beyond
our community. All teachers with a passion or curiosity for planning, regardless of skill level, are welcome to join.
Course Proposal Support: Think Tank Facilitators
Coordinated By: MƒA Program Officer Nakita VanBiene
MONDAY, NOV 4
ONLINE
COMMUNITY
+ PLEASE NOTE: BEFORE SIGNING UP, PLEASE BE SURE YOU CAN ATTEND BOTH THE MONDAY, NOV 4 ORIENTATION AND AT LEAST ONE OF THE THINK TANK SESSIONS ON NOV 18 AND JAN 22.
Have you successfully proposed and facilitated courses at MƒA? Are you interested in supporting and encouraging other MƒA teachers to do the same? Join us as we create a warm, inviting space for teachers to share and workshop their course proposal ideas. As a Think Tank Facilitator, you will design and co-lead a relaxed space for teachers to think through potential proposal ideas. Whether they don’t know where to start, have questions about the process, have an idea and want to solidify it, are looking for a co-facilitator, or all of the above, you can help guide them on their journey.
Equity Advisory Committee p
Coordinated By: MƒA Staff
WEDNESDAYS, OCT 16, JAN 8, APR 23
THURSDAYS, DEC 5, FEB 27
TUESDAYS, MAR 25, MAY 20
M ƒA & ONLINE
COMMUNITY
+ PLEASE NOTE: THIS IS A YEAR-LONG HYBRID COMMUNITY CONTRIBUTION. SESSIONS 1, 2, 5, AND 7 WILL TAKE PLACE IN-PERSON AT M ƒA. SESSIONS 3, 4, AND 6 WILL TAKE PLACE VIRTUALLY.
How might we ensure equitable learning opportunities for all teachers at MƒA? As a member of the Equity Advisory Committee (EAC), you will have opportunities to advise MƒA leadership in our efforts to prioritize and build on diversity within the MƒA community. This team will consider the different perspectives on equity held by MƒA teachers, help refine a shared definition of equity, and work in subgroups to provide feedback and implement
action plans to foster an inclusive and empowering learning environment for every MƒA teacher. Previous EAC subgroups have focused on admissions and recruitment, teacher leadership, equity, inclusion, and belonging, pedagogical impact, and professional growth. EAC members have further opportunities to opt into summer work with MƒA staff to ensure the work continues beyond the school year.
+ PLEASE NOTE: YOU MUST BE AVAILABLE FOR AT LEAST ONE OF THE EQUITY WEBINARS TO PARTICIPATE IN THIS COMMUNITY CONTRIBUTION. DATES TBD
The MƒA Equity Webinar Series brings nationally recognized educators and champions for STEM equity to the MƒA community. Each webinar begins with an engaging talk followed by small group discussions for teachers to brainstorm classroom applications. As an Equity Webinar Series Facilitator, you will co-facilitate one webinar this fall which includes introducing the speaker, managing the question and answer period, and facilitating the small group discussions using the Open Space protocol. Equity Webinar Series Facilitators attend two planning sessions (dates TBD) in addition to facilitating one Equity Webinar. All sessions take place virtually.
Community Contributions
Information Session Host
Coordinated By: MƒA Admissions & Recruitment Team
TUESDAY, OCT 1
MƒA & ONLINE
COMMUNITY
+ PLEASE NOTE: THIS COMMUNITY CONTRIBUTION IS OPEN TO MASTER TEACHERS IN THE THIRD OR FOURTH YEAR OF THEIR FIRST FELLOWSHIP. BEFORE SIGNING UP, PLEASE BE SURE YOU CAN ATTEND BOTH THE VIRTUAL ORIENTATION ON TUESDAY, OCTOBER 1, AND AT LEAST TWO OF THE FOLLOWING DATES:
IN-PERSON: OCT 16, NOV 25, JAN 7
VIRTUAL: NOV 7, DEC 18
Are you interested in helping create an MƒA community built on diversity and excellence, all while sharing your MƒA experiences with others? Become an Information Session Host this fall! Current MƒA teachers are essential in encouraging and supporting prospective applicants by sharing tips, tricks, and strategies for successfully navigating the application process. All Information Session Hosts must attend a virtual orientation meeting and then help facilitate two Information Sessions this fall.
MƒA Connector
Coordinated By: MƒA Manager of Admissions & Community Engagement Keoma Distan and MƒA Program Officer Nakita VanBiene
TBD
ONLINE
COMMUNITY
+ PLEASE NOTE: REGISTRATION DOES NOT GUARANTEE A MATCH. MƒA WILL EMAIL YOU IN EARLY SEPTEMBER WITH THE STATUS OF YOUR MATCH.
Would you like to welcome new teachers into the MƒA community? Then become an MƒA Connector! In this community contribution, you will help a teacher new to MƒA navigate the early months of their fellowship. From giving insight into course selection and registration tips to answering questions and discussing how to get involved, MƒA Connectors share information to help teachers get the most out of their new MƒA fellowship. We will match MƒA Connectors with a teacher based on a similar subject area, borough, grade level, and interest. Once connected via email, the MƒA Connector and partner teacher may communicate as often as they like and through whichever format works best for them. This community contribution aims to facilitate connections between current and new MƒA teachers in flexible, informative, and rewarding ways. If you want to become an MƒA Connector, please add yourself to the waitlist AND complete this short survey
Praxis Prep Session Facilitator
Coordinated By: MƒA Admissions & Recruitment Team
TUESDAY, OCT 1 ONLINE
COMMUNITY
+ PLEASE NOTE: BEFORE SIGNING UP, PLEASE BE SURE YOU CAN ATTEND BOTH THE VIRTUAL ORIENTATION ON TUESDAY, OCTOBER 1, AND A PRACTICE SESSION DATE ALIGNED TO YOUR CONTENT AREA:
NOV 12, DEC 11: BIOLOGY, CHEMISTRY, EARTH SCIENCE, ELEMENTARY SCIENCE, PHYSICS, GENERAL SCIENCE
NOV 13, DEC 9: COMPUTER SCIENCE, ELEMENTARY MATHEMATICS, MATHEMATICS, PHYSICS
JAN 14: BIOLOGY, GENERAL SCIENCE, MATHEMATICS
Praxis Prep Session Facilitators are critical in helping prospective MƒA applicants prepare for the Praxis content test. Specifically, facilitators often serve as point people for recruitment, answering content-related questions and responding to general inquiries about MƒA fellowships. For this community contribution, Praxis Prep Session Facilitators first attend a virtual orientation and then lead a two-hour virtual Praxis Prep Session with prospective applicants in the subject area they teach.
Restorative Justice Collaborator
Coordinated By: MƒA Program Officer Pooja Bhaskar and MƒA Director of Admissions and Recruitment Sharine Stevenson
TUESDAYS, OCT 29, DEC 3, JAN 14, FEB 11, MAR 4, APR 8, MAY 20
MƒA & ONLINE
COMMUNITY
+ PLEASE NOTE: THIS IS A YEAR-LONG HYBRID COMMUNITY CONTRIBUTION. SESSION 1, 2, 3, 6, AND, 7 WILL TAKE PLACE INPERSON AT MƒA. SESSIONS 4 AND 5 WILL TAKE PLACE VIRTUALLY.
*Community Contributions are opportunities for MƒA teachers who have completed at least one Master Teacher Fellowship.
Restorative justice is a set of principles and practices based on respect and accountability. These practices, rooted in Indigenous communities, can build and maintain relationships, repair instances of harm, and transform a community. Join us to explore the foundations of restorative and transformative justice and community accountability by co-creating strategies for transforming MƒA into a braver space, personally and
Small-World Network Community Mobilizer
Community Contributions
structurally. Our goal is to establish a restorative justice program and help nurture MƒA as a space supporting and respecting the inherent dignity and worth of all teachers and staff.
Shared Knowledge Materials Screener
Coordinated By: MƒA Master Teachers Jeffrey Lowenhaupt and Michelle Sims and MƒA Program Officer Nakita VanBiene
MONDAYS, SEP 30, JAN 13 ONLINE
COMMUNITY
+ PLEASE NOTE: SCREENERS MUST WORK ASYNCHRONOUSLY FOR ABOUT TWO HOURS BETWEEN SESSIONS.
Shared Knowledge Screeners have procured an extensive database of curricular tools. These resources, developed by the MƒA teacher community, now live on the SmallWorld Network as the Shared Knowledge site. Our goal is to curate a centralized space where teachers can share and access highly effective and engaging classroom tools and resources. In this community contribution, screeners will have the opportunity to review materials submitted by MƒA teachers, add these materials to the repository, and support the pedagogy and practice of MƒA teachers across the city.
*Community Contributions are opportunities for MƒA teachers who have completed at least one Master Teacher Fellowship.
Coordinated By: MƒA Director of Data Systems Miriam Ignatoff
THURSDAYS, SEP 12, NOV 14 ONLINE
COMMUNITY
+ PLEASE NOTE: MOBILIZERS MUST LOG INTO THE SWN WEEKLY TO INTERACT WITH ONLINE POSTS.
Are you interested in sharing your knowledge with the MƒA community and connecting with your colleagues online? Join us to help initiate discussions and respond to questions on the Small-World Network (SWN). Mobilizers will log into the SWN weekly to reply to posts, share tips and tricks for online engagement, ask their own questions, and highlight at least one post per week for the Sunday community digest email.
