Mini-Courses

provide educators with research-based methods to incorporate mindfulness practice into their general education, ICT, and 12:1 STEM classroom settings. In each session, educators will engage in mindfulness practices and have time to practice, reflect, create tools, and set specific goals for their classrooms. We will also collaboratively reflect on glows and grows and strategize ways to improve our practices. This course is open to educators of all subjects and grade levels but is best for those new to mindfulness practices in the classroom or in need of a refresher of previously learned practices.

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 Washington Heights Expeditionary Learning School in Manhattan.

Interrupting the Myth of ‘Standard English’ p Facilitator: Pamela Jones

THURSDAYS, FEB 9, FEB 16, MAR 2, MAR 9 ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

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

Tropes painting the language practices of language minoritized students as deficient are filtered through the white gaze (Morrison, 1998) and rooted within a hierarchy celebrating monolingual norms. In this course, we will explore linguistic identity through critical lenses and consider the role of teacher language attitudes in teaching and learning. We will focus specifically on the language development of Emergent Bilinguals as we explore the role of dialects in schooling and society writ large, and the role of learning variations in language acquisition and development. Finally, we will examine critical language pedagogies (e.g., code-meshing and translanguaging) as a way to integrate family and community languages and literacies meaningfully into classroom instruction—a shift that celebrates linguistic diversity. By the conclusion of this course, teachers will consider at least one action step to ground their STEM teaching from a critical language pedagogical stance. This course is open to all MƒA teachers.

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 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.

Introduction to 3D CAD Modeling

Facilitators: MƒA Master Teachers Joseph Buro, Everton Henriques, and Sandra Rossi WEDNESDAYS, MAR 15, MAR 22, MAR 29 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 the skills to create virtual and physical models to help students visualize various concepts, including mathematical transformations and representations in geometry, molecular modeling in chemistry, systems in biology, 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.

Everton Henriques is an MƒA Master Teacher and science 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.

Investigating the Urban Heat Island Effect With Student Scientists

Facilitator: MƒA Master Teacher Sarah Slack

TUESDAYS, MAR 21, MAR 28, APR 4

MƒA  SCIENCE

Temperatures are rising everywhere, but in city neighborhoods with the most pavement and the least green space, these increases are even more severe. Satellite and ground-based data reveal that on sunny days, highly developed areas are indeed warmer than their greener, leafier counterparts. This is the “Urban Heat Island Effect.” Join us as we explore this phenomenon and consider how to use it as a meaningful avenue for students to become citizen scientists and environmental justice activists. We’ll begin with an exploration of climate change and discuss strategies to cover this challenging topic. In session two, we’ll head outdoors to measure surface and air temperatures as we look for evidence of the urban heat island effect. We’ll conclude in session three by developing pathways for our students to take their observations to the next level—by proposing solutions to build climate resiliency in their communities and sharing data with broader audiences. Throughout, we’ll use the NGSS as a guide to help us evaluate our data and the effectiveness of various mitigation strategies. This course is best suited for middle and high school life, environmental, and Earth science teachers.

Sarah Slack is an MƒA Master Teacher and science teacher at J.H.S. 223 The Montauk in Brooklyn.

Leading Teachers: A Framework for Coaching, Mentoring, and Development

Facilitator: Kara Imm, Ph.D.

WEDNESDAYS, APR 26, MAY 10, MAY 31, JUN 14

MƒA

 INQUIRY, PRACTICE, AND LEADERSHIP

+PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE. In this mini-course, we will build a learning community around our shared experiences as teachers of both