Professional Learning Teams (PLTs)

Activities and Projects in Algebra II: Building Blocks for Accessible Learning

Facilitators: MƒA Master Teachers Siaka Kone, Leslyn Morris, and Christina Varghese, Ph.D.

MONDAYS, FEB 27, MAR 27, MAY 1, MAY 29

ONLINE 

Mathematics

How might we create Algebra II activities that have 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 bridge this conceptual understanding? In this PLT, we will build on pre-existing tasks from past iterations, create new ones, and appropriately scaffold activities for our diverse learners. We will develop activities and projects, implement some of them, and share our experiences. We will create a toolbox of activities, projects, and rubrics for Algebra II units that challenge students, foster creative discussions, and maintain individual accountability. We will also share feedback as we modify tasks and develop projects our students have vetted. This PLT is best suited for Algebra II teachers.

critical thinking. With this in mind, our goal is to cocreate a collection of activities modeled on data-based free-response questions. In our first session, we will share strategies for finding articles or data, discuss how to scaffold data-driven activities, and then form small groups to begin identifying articles or data to anchor our activities. During the next two sessions, we will continue working with our small groups to develop activities we will test in our classrooms. Finally, we will reflect on our work, examine student artifacts, and collaborate to improve our activities for future use. This PLT is appropriate for AP/IB Biology teachers or any life science teacher who wishes to incorporate data analysis into their lessons.

Alleviating Assessment Anxiety in the Physics Classroom

Facilitators: MƒA Master Teachers Josh Paugh and Nancy Yi, and MƒA Emeritus Teacher Raymond Bradshaw

TUESDAYS, FEB 7, MAR 14, APR 18, MAY 23

MƒA & ONLINE  SCIENCE

+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.

This course is best suited for high school physics teachers.

Analyzing Free, Formative Assessment Lessons Using the TRU Framework Facilitators: MƒA Master Teachers Gary Cruz, Danilsa Fernandez, Sendy Keenan, and Azikiwe Peters

THURSDAYS, FEB 9, MAR 9, APR 27, MAY 25 (IN-PERSON) WEDNESDAYS, FEB 15, MAR 22, MAY 3, MAY 31 (VIRTUAL)

MƒA  MATHEMATICS

+PLEASE NOTE: THIS IS A CONTINUATION OF THE FALL 2022 PLT. BOTH NEW AND RETURNING TEACHERS ARE WELCOME. THERE ARE TWO ITERATIONS OF THIS COURSE, ONE IN-PERSON AT M ƒA AND THE OTHER ONLINE.

Advanced

Biology: Analyzing Primary Data to Hone Science Skills

Facilitators: MƒA Master Teachers Amanda Buckley and Kelly Molloy

WEDNESDAYS, MAR 1, MAR 29, MAY 10, JUN 7

ONLINE 

SCIENCE

How might we use data from primary research articles to anchor student-centered activities and strengthen science skills? Data presented in textbooks are often idealized, hiding their authentic “messiness.” Exposing students to diverse, authentic data and allowing productive struggle with interpretations develops

How might we adapt physics assessments, reduce test anxiety, and provide students an opportunity to learn from their mistakes? Join us in this PLT as we consider how to help our students look beyond their numerical grades and gain a true sense of understanding. In session one, we will discuss using take-home and tiered assessments (for which students choose their own difficulty level). In session two, we’ll discuss collaborative assessments and the use of data analysis from both the teacher and student perspectives. Teachers are encouraged to try at least one type of non-traditional assessment between sessions two and three. Then, we will continue sharing our successes and challenges to reflect and iterate on our work. Finally, in session four, we will collaborate to create or adapt resources to compile and share to a digital repository.

How might we explore the ways our students engage in mathematical tasks to inform how we use those tasks in our classrooms? In this PLT, we will analyze video cases of teachers implementing lessons from the Mathematics Assessment Project , a database of 100 free, high-quality mathematics lesson plans. Developed by the Shell Center for Mathematical Education, the lessons and resources support teaching aligned to the Teaching for Robust Understanding (TRU) framework and are designed for secondary mathematics teachers who want to maximize the use of formative assessment in their classrooms. A crucial element of these lessons is that they are built to foster robust classroom conversations on deep mathematical ideas, making them an ideal vehicle for video cases. Throughout this PLT, we will have rich discussions about assessment as we lean on each other to deepen our understanding of the mathematics we teach and devise new ways to share that experience more powerfully with our students. This PLT is a part of a broader community of teachers doing similar work in the New York State Master Teacher Program and Chicago as a part of a National Science Foundation grant.