Mini-Courses

Then, teachers will use the design process to design their own playable decks. Finally, they will participate in a game jam where colleagues will play each other’s games to give constructive and actionable feedback. Each session will be highly interactive, fun, and educational. This course is open to teachers of all content areas and levels and best suited to those with a creative mindset and playful spirit.

Jenna

Getting Started With Arduinos

Facilitators: MƒA Master Teachers Kofi Bosompim and Yenmin Young

TUESDAYS, APR 18, MAY 2, MAY 16 MƒA

 COMPUTER SCIENCE AND TECHNOLOGY

Are you interested in learning to use Arduinos but want support in getting started? Arduinos are small, affordable microcontrollers that can enrich any mathematics, science, or engineering class. Learn with us as we explore the world of physical computing using the simple, powerful, and versatile Arduino Uno microcontroller. Over three sessions, we will learn how to program the Arduino to control actuators (such as LEDs and speakers), take measurements from simple sensors (such as photoresistors and force-sensitive resistors), and communicate with the user through the computer. Previous programming experience is not required, and we will provide readings for those with no programming experience before the start of the course.

Kofi Bosompim is an MƒA Master Teacher and science teacher at Bronx High School for the Visual Arts in the Bronx.

Yenmin Young is an MƒA Master Teacher and computer science teacher at East Side Community School in Manhattan.

Graphing and Data Analysis: How to Choose the Most Appropriate Graph

Facilitator: Kristen Dotti

MONDAYS, MAR 20, MAR 27, APR 3 ONLINE

 INQUIRY, PRACTICE, AND LEADERSHIP

Learning to graph is a complex and sophisticated skill developed over time. Often, there are many ways to represent data, and each depiction may encourage the reader to make slightly different conclusions; deciding on the most appropriate graph can be tricky. In session one, we will focus on graphing as a central tool to organize data, reveal trends, and develop evidencesupported claims. Teachers will put on their student hats to create graphs from a shared data set. Then, we’ll clarify the strengths and weaknesses of these graphs and define the story told by each depiction.

In our second session, we will consider how to use graphs to answer questions, make predictions, and offer solutions to STEM problems. We’ll learn how to guide our students toward graphs that are less diverse but more likely to convey the primary message of the data. In our final session, we will focus on graphing as a means of data analysis and a potential shorthand for statistical testing. Teachers will leave with a collection of activities to teach graphing and data analysis in any 6-12 STEM classroom.

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

Implementing and Evaluating Mindfulness Practice in Your STEM Classroom

Facilitators: Simone Ousset Kuranishi and MƒA Master Teacher Erika Stafne

THURSDAYS, MAY 11, MAY 25

ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

+PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE. Do you want to help improve your students’ mental health while cultivating a classroom of support and responsiveness? Classroom teachers have the unique ability and responsibility to create and foster healthy learning environments for their students and themselves. Mindfulness practice is an effective social-emotional learning strategy to promote student and staff well-being. Mindfulness practice supports “students in accessing and applying knowledge and skills needed to manage emotions, forge positive relationships, achieve goals and make responsible choices.” (Kuranishi, et al., 2018). This course will