MƒA Winter/Spring 2020 Professional Development Course Catalog by mathforamerica

Professional Development Catalog Winter/Spring Semester: February - June 2020

Contents General Information & Registration

MƒA Programming

Annual MƒA Events

Summary of Core Learning Opportunities

Summary of Additional Learning Opportunities

Professional Learning Teams (PLTs)

Mini-Courses

Extended Length Courses

Single Session Workshops

Interest Groups

Thursday Thinks

Community Contributions

MƒAdventures

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

GENERAL INFORMATION All MƒA workshops run from 5:30–7:30 p.m. (unless otherwise noted).

Most MƒA programming takes place at the MƒA office, 915 Broadway, on either the 14th or 17th floors. Some events are held at other locations throughout the city. Please check course listings for details. The MƒA office houses a lounge and library for all MƒA community members as well as classrooms and conference rooms for workshops.

The MƒA lounge is available for teachers to work after school starting at 4 p.m. Pizza arrives by 5 p.m. and workshops begin promptly at 5:30 p.m.

In the event of a NYC DOE public school closing, all MƒA programming will be canceled that day.

Please note the following DOE Parent Teacher Conference Dates and check your school calendar before registering for MƒA courses. Parent Teacher Conferences Elementary School

March 4 & 5, May 7

Middle School

March 12 & 13, May 14

High School

March 19 & 20, May 21

REGISTRATION Registration is required for all MƒA professional development and must be done on the Small-World Network. January 28, 4 p.m. - Limited Registration During the two-day Limited Registration Period, you may register for two credit-bearing courses and add yourself to two waitlists. You are free to register for as many non-credit bearing as you can commit to attending. January 30, 4 p.m. - Open Registration When Open Registration starts, you may register for as many additional courses as you can commit to attending in full.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

MƒA Core Learning Opportunities The following professional development opportunities are central to how MƒA teachers learn and grow during their fellowships. These offerings satisfy minimum attendance requirements. Professional Learning Teams (PLTs) are a series of four connected workshops that meet monthly over the course of the semester and consist of small teams of teachers who come together to explore a specific problem of practice in depth. Please watch our PLT video here: bit.ly/MfAPLT.

Mini-Courses are a series of three connected workshops in which experts from outside academic institutions and from 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 outside academic institutions and from 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, as well as outside academic institutions, engage MƒA teachers in a topic at the cutting edge of their content area and/or pedagogical practice.

MƒA Additional Learning Opportunities The following meetings and events provide additional opportunities for MƒA teachers to expand their professional networks, develop leadership skills, and explore their STEM passions. These offerings do not satisfy minimum attendance requirements. Interest Groups are one-time workshops in which small groups of teachers meet informally around a common interest. They provide opportunities to make connections and begin conversations with MƒA colleagues.

Affinity Groups are groups of teachers linked by a common identity, who want to connect and reflect on how this identity informs their teaching lives.

Thursday Thinks are monthly events, open to both MƒA teachers and their colleagues from the larger math and science community. This speaker series features engaging and accomplished experts who delve into cutting edge topics in math, science, and education.

Community Contributions are opportunities for MT II+ (teachers in their second, third, or fourth 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.

MƒAdventures are offsite events organized by MƒA teachers that allow teachers to explore shared interests. They are a great way to meet members of the MƒA community outside of the MƒA office. 4

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Annual MƒA Events Events that happens annually at MƒA throughout the year. MƒA Fall ƒunction is an annual celebration of teaching, honoring the entire MƒA community of 1,000+ New York City public school mathematics and science teachers. Each year, MƒA teachers and a guest, as well as 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 be together in one space. The Fall ƒunction is held in November, and invitations are sent out via email in early fall.

End of Year Celebration and Muller Award Ceremony is an evening in June in which MƒA teachers come together to mark the end of the school year. The End of Year Celebration is also when we honor the winners of the MƒA Muller Award for Professional Influence in Education, an annual award given to two extraordinary teachers from within the MƒA Master Teacher community who influence the teaching profession in exceptional ways. Registration for this event occurs through the Small-World Network in the spring. This year the date is June 4 - mark your calendar!

MƒA Summer Think is a three-day long teacher-designed, teacher-focused, and teacher-led conference held each July. This year the dates are July 14-16. From hands-on events to deep dives into specific topics, the MƒA Summer Think empowers teachers to explore and collaborate over the summer. Registration for the Summer Think occurs through the Small-World Network in the spring.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Summary of Core Learning Opportunities COMPUTER SCIENCE AND TECHNOLOGY

Developing Insights From Internal Data (MINI)

Question Formulation Technique for Improving Engagement (SSW)

Art and Design Using Bootstrap Algebra (SSW)

Book Club: Everyday Anti-Racism (PLT)

Book Club: Reality Pedagogy and #HipHopEd (PLT)

Code Puzzles in the Classroom (MINI)

From Passive to Active Learning With Visible Thinking (SSW)

Coding a Social Justice Curriculum

Full STEAM Ahead (PLT)

Restorative and Transformative Practices (MINI)

(MINI)

Globalizing the STEM Classroom: Sustainability in Lab (PLT)

Scaffolds and Supports in the ALL-ED Classroom (MINI)

Hard Conversations on Race and Equity Part II: Support for Teacher Leaders (MINI)

Book Club: So You Want to Talk About Race? (PLT)

Computer Science With Google CS First: A Tool for Captivating Math Education (MINI) DeltaMath: Introduction and Best Practices (SSW) Designing Devices for Engineering Design: Columbia’s Hk Maker Lab Curriculum (MINI) Introduction to Coding With p5.js (MINI)

Introduction to Python (MINI) MƒA Tech Night (SSW) Physical Computing with Raspberry Pi (SSW) Simple Animation With Google Slides (SSW)

INQUIRY, PRACTICE, AND LEADERSHIP ALL-ED is Back! (MINI) An Anti-Bias Approach to Cultivating Equitable Classroom Communities (SSW)

Building Better Relationships... With My Colleagues (SSW) Designing and Leading Learning for Teachers (MINI) Designing Culturally Responsive Lesson Plans to Support Diverse Learners (MINI)

Ignite Your Classroom (SSW)

Supporting Comprehension Through Text Adaptation (SSW)

Infusing Social Justice in STEM (PLT)

Sustainability Open Space Summit

Infusing Sustainability Into Any Class (PLT)

Inquiry to Action: An Interdisciplinary, Place-Based Approach to EcoLiteracy (ELC)

(SSW)

Taking Culturally Responsive Teaching Back to Our Schools (PLT) Talk Less, Smile More: Debate and Discussion in STEM (MINI)

Let Them Figure It Out! Strategies to Increase Cognitive Load (SSW)

Talk to Anyone! Improv for Professional Networking (SSW)

Let Them Speak: Student Discussion (Without You) (SSW)

Teacher as Writer (PLT)

Making With Meaning: Bridging Engineering Design With Content (PLT)

Meeting ALL Students’ Needs with Differentiated Instruction (SSW) Mindfulness Practice in Your Science or Math Classroom (SSW) Navigating Compassion: The Role of the Teacher in the Face of Crisis (PLT) Planning for 2100: Facilitating Student-Led Climate Action in NYC Schools (PLT)

Algebraic Misconceptions in the K-8 Curriculum (PLT) Allure of an Ancient Art: Spherical Symmetries and Duality of Temari Balls (MINI) Analyzing Free Formative Assessment Lessons in Mathematics for 6-12th Grade (PLT) Beyond a Reasonable Doubt: The Power of Conviction in Secondary Mathematics (SSW) BreakOUT! Escape Rooms in the Mathematics Classroom (SSW) Building Calculus (MINI)

Sustainable Design in the STEM Classroom (MINI)

Interactive Notebooks: Student Ownership over Learning (SSW)

Light and Art: Full STEAM Ahead (MINI)

MATHEMATICS

Building Relevance Through ProjectBased Learning in Middle School Mathematics (PLT) Designing a Math Workshop (MINI) Developing Proof-Like Reasoning in K-8 Classrooms (MINI) Engaging Activities in Statistics (PLT) Examining a Student’s Mathematics Journey from Grades 6-12 (PLT)

Teacher, Know Thyself: RaciallyLiterate Behavioral Support for Educators (MINI)

Explorations in Packing (PLT) First Player in the Auction: Taking Turns and Placing Bids (SSW)

The Socratic Circle (SSW) Think With Your Hands: Innovation in the Classroom With LEGO® Serious Play® (MINI) Universal Design for Learning: Removing Barriers and Creating Equitable Spaces (MINI)

KEY

Vulnerability and the Path to Personal and Professional Growth (PLT) Working Towards National Board Certification (PLT)

Professional Learning Teams (PLT) Mini-Courses (MINI) Extended Length Courses (ELC) Single Session Workshops (SSW)

Queer Your Classroom! (SSW)

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Summary of Core Learning Opportunities cont. Focus on the Process: Opening up Questions in the Mathematics Classroom (PLT)

Solving the Problematic - Exploring Our Actual Messy World With Mathematics (MINI)

Geo-Arts: An Exploratory Approach

Supporting Students Who Are Learning English as a New Language in Mathematics (PLT)

(SSW)

The Geometry of Quadratics - A Geometric Design Project (SSW)

Teaching Calculus (PLT)

How Much Should I Save for Retirement? Modeling Series in Spreadsheets (SSW)

Teaching for Student Achievement in Algebra II (PLT)

“I’m Bad at Math” - Combatting Math Anxiety (SSW)

(SSW)

Teaching Mathematics as a Language Understanding Dyscalculia (PLT)

Building Conceptual Understanding in AP Chemistry (PLT)

An Introduction to Three Dimensional Science Teaching and Learning (MINI)

Changing up Your Pedagogy: Incorporating Hip Hop Into the Science Classroom! (SSW)

Investigating Coral Bleaching Using Real Data (MINI)

Changing Us - Editing Our Genes: Exploring the Emerging Field of CRISPR (SSW) Chemistry Demo Derby (SSW)

It’s Not Just About Experiments: Integrating Primary Literature Into Science (SSW)

Chimeras in Chimera: Imaging Proteins and Molecular Interactions

Living Environment Phenomena Based NGSS Aligned Units (PLT)

(SSW)

March Mammal Madness (SSW)

Instructional Routines in Mathematics: A Deep Dive (ELC)

Using Markov Chains to Win at Blackjack (SSW)

Designing Tools to Support All Students’ Science Skills (PLT)

An Introduction to Boolean Algebra and Circuit Optimization (MINI)

Using Mathematical “Magic” to Engage Students in Mathematics

Developing Thought-Provoking Physics Labs (PLT)

It’s All About the Base (SSW)

(MINI)

A KenKen Meditation and Exploration

Why Matrices? (MINI)

Making Sense of Relational Work in Mathematics (MINI) The Most Beautiful Mathematical Equation: Euler’s Identity (SSW) Original Sources in Mathematics: The Fundamental Theorem of Calculus (SSW)

Refining Best Practices in a Flipped Mathematics Classroom (PLT) Reteaching Fractions and Proportions (SSW)

Scaffolding Mathematics for English Language Learners (MINI)

(PLT)

Next Generation Chemistry (PLT) Nuclear Weapons: Science, Policy, and Human Dimension (MINI)

Earth Observations for Climate Resilience (MINI)

SCIENCE

Physics From Top to Bottom - Spring Demo Derby (SSW)

Earth Science Demo Derby (SSW)

Activating Student Potential by Flipping the Chemistry Classroom

Exploring Introductory Astronomy

Population Biology by Birding the Concrete Jungle (MINI)

(PLT)

Advanced Biology: Incorporating Authentic Data Analysis Into Your Classroom (PLT) Adventures in Misconception (PLT) Animal Behavior with Mice! Learn How to Collect and Graph the Data (SSW)

Applying the Hochman Method to Biology, One Sentence at a Time (PLT)

(MINI)

Exploring the Hudson River Estuary (MINI)

General Relativity: Of the Teachers, by the Teachers, for the Teachers

Read, Write...Argue! Learning Science by Doing Science (PLT) Solving the Mystery: Incorporating Forensic Investigations into Science Class (SSW)

(MINI)

Genes in Space and miniPCR (SSW) Getting Cheesy: Microbial Analysis of Cheese (MINI) Have You Ever Seen a Crowd Go APES? (PLT)

Sidewalk Math (SSW)

At the Clinic: Bringing Medicine into the Classroom (SSW)

Simple Mathematics for Leadership Decisions (SSW)

Biotech for the 21st Century Classroom (PLT)

Hydroponics: STEM Meets Sustainability (MINI)

Social Justice Data Fair (SSW)

BrainWaves: Bringing Neuroscience Into the Classroom (MINI)

Integrating Climate Change Education Into Your Science Curriculum (SSW)

Middle School Space Science - A Project-Based Learning Approach

The Earth at Fault – What Does Seismology Teach Us? (MINI)

(MINI)

Let’s Get Visual (PLT)

Investigating the Geology of Manhattan in Central Park (SSW)

KEY

Honing Scientific Arguments (PLT)

Professional Learning Teams (PLT) Mini-Courses (MINI) Extended Length Courses (ELC) Single Session Workshops (SSW)

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Summary of Core Learning Opportunities cont. Spectroscopy in the Classroom - Unlocking Light’s Secrets (MINI) Tufts University Great Diseases: Metabolic Disease (ELC)

Urban Ecology and Foraging (MINI) What’s New in Physics? (SSW) Where the @&#$ Are My Keys? (MINI) Who Owns Your Cells? (SSW) Your NGSS Aligned Classroom = SEPs + DCIs + CCs (PLT)

KEY Professional Learning Teams (PLT) Mini-Courses (MINI) Extended Length Courses (ELC) Single Session Workshops (SSW)

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Summary of Additional Learning Opportunities INTEREST GROUPS Alternatives to Testing for Forensics AP Chemistry Meet-Up Artifical Intelligence in the CS Classroom Asian-American Educators Affinity Group Baseball with a Science and Mathematics Twist Black, Latino, & POC Educators Affinity Group Board Games and Math Chemistry Meet-Up Chess Club

Practice Your Poker Face for the MƒA Poker Tournament Practices That Help Students Monitor Their Learning Journey SCUBA Diving Interest Group Spicing up Review Starting a New Elective Sustainability in Schools Teacher-Developed Climate Change Lessons for Physics and Chemistry Classrooms

COMMUNITY CONTRIBUTIONS Applicant Screener Fund For Teachers Screener Instructional Materials Repository Builder Praxis Prep Session Facilitator Professional Development Catalog Builder Program Evaluation Advisor Recruitment Information Session Host Small-World Network Mobilizer Social Media Influencer

Climate Change Awareness

UFT Chapter Leaders and Delegates: Fostering Leadership

Creating Modular Worksheets for Regents Exam Practice

Unpacking the Next Generation Mathematics Learning Standards

MƒADVENTURES

Education Research Journal Club

VPython in the Physics Classroom

Elementary Amplify Science Collaborative Planning

West Indian/Caribbean Affinity Group

Biotech Without Borders Lab Tour - Bringing LowCost Biotechnology to Your Classroom

Exploring and Advocating for Regents Exam Alternatives Getting Started with Grant Writing and DonorsChoose Hands-On and Minds-On Learning With Science Take-Out LGBTQIA+ Affinity Group MƒA Game Night MƒA Teacher Poker MƒA Trivia Night Microplastic Madness Film Screening Middle Eastern and North African (MENA) Affinity Group

Community Rowing on the Hudson River

THURSDAY THINKS

Explore Nooten Eylandt in the Middle of New York Harbor!

Examining Identity, Agency, Positionality and Authority in Mathematics Teaching

Horseshoe Crab Count - Citizen Science and Mathematics

Programming as a Vehicle for Math

March for Science

The Science of Love

MƒA Family Day at Central Park

The Story Collider

MƒA Night at the Ballet MƒA Star Party MƒA Summer Softball NYC Pride: March with MƒA The Secret Science Club at the Bell House Teachers, Take a Hike!

Middle School Science: Aligning Practice to New Standards Molecular Biology Teacher Meet-Up Musicians Meet-Up Ocean Science, the Next Wave Through Competition 9

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Professional Learning Teams (PLTs) Professional Learning Teams (PLTs) are a series of four connected workshops that meet monthly over the course of the semester and consist of small teams of teachers who come together to explore a specific problem of practice in depth.

MÆ&#x2019;A PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Professional Learning Teams (PLTs)

Advanced Biology: Incorporating Authentic Data Analysis Into Your Classroom Facilitators: MƒA Master Teachers Umang Desai and Marisa Wagner, Ph.D.

long-held beliefs, it can be helpful to start by assessing students’ knowledge and their misconceptions. In this PLT, we’ll begin by discussing and researching the most common misconceptions in Earth Science

MONDAYS, FEB 24, MAR 23, APR 27, MAY 18

and determining if our students’ misconceptions are

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aligned with that of the research. We will then work in

 SCIENCE

teams to create lessons and activities that address these

How might we use diverse types of primary data with

misconceptions. By the end of the PLT, we will generate

an eye towards strengthening our students’ science

and share lessons for many of the most difficult-to-

skills? Over the course of this PLT, we will design

teach concepts. This PLT is ideal for all middle and high

and experience a data-driven activity. We’ll begin by

school Earth Science teachers.

forming teams based on what we will be teaching later in the semester. Then we’ll find appropriate articles, consider the data that is being interpreted, and create activities that will allow us to bring the authentic work of data analysis into our classrooms. In our last

TUESDAYS, MAR 3, MAR 31, MAY 5, JUN 2

session, we will report back to the group to iterate and

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strengthen the activities for future use. Our goal is to create a shared bank of student-centered, data-driven biology activities that are aligned with NGSS/AP/IB

Activating Student Potential by Flipping the Chemistry Classroom Facilitators: MƒA Master Teachers Pravesh Shiwnarain and Aoife Walsh

standards and address the Hallmarks of Strengthening Core Instruction (Advanced Literacy) as outlined by the NYCDOE Instructional Leadership Framework. This PLT is appropriate for biology teachers of AP, IB, or

WEDNESDAYS, FEB 12, MAR 18, APR 22, MAY 13

other advanced courses who wish to incorporate more

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student-centered data analysis into their lessons.

 SCIENCE

How might we challenge our students to help them find their inner chemist, use class time more effectively, and help our students prepare for, and be successful on,

Algebraic Misconceptions in the K-8 Curriculum Facilitators: MƒA Master Teachers Angie Anderton and Corey Levin

 MATHEMATICS

Tired of students telling you the equal sign is just “the thing you put before the answer?” Got any students who ignore place value to the point where 12 + 8 becomes 82? Are your students distributing weirdly, or claiming that 2x = 28 when x = 8? Then this PLT is for you! How might we explore and understand the patterns found in student misconceptions in algebraic reasoning in K-8 mathematicians, and use our findings to better understand how to reach them? In this PLT, we will

Adventures in Misconception Facilitators: MƒA Master Teachers Kara MacDevitt and Carley Ross

convene a group of elementary and middle school teachers who are interested in collaboratively studying student work, analyzing common misconceptions in

the Regents exam? Join us as we discuss how flipping

TUESDAYS, MAR 3, MAR 31, MAY 5, JUN 2

algebraic reasoning, and exploring instructional moves

your chemistry classroom can help you achieve all of

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to support student sense-making. We will begin by

these goals and more! We will begin by learning what

 SCIENCE

focusing on the algebraic landscape as it appears in

a flipped classroom is, then exploring how to create

How might we use student misconceptions to improve

the various grade bands, and then study the patterns in

and use tools to flip our own classrooms. By the end

our Earth Science instruction? Do your students think

misconceptions that take root beginning in 2nd grade

of four sessions, we hope to start building a library of

that climate change is happening because of a hole

and then reappear in 6th grade. During subsequent

chemistry tools and videos that can be used to deliver

in the ozone layer or that the phases of the moon are

sessions, we will invite teachers to bring their own

content, review for exams, or prepare for the Regents.

caused by Earth’s shadow? Student misconceptions

student work as we compare and contrast common

This PLT is open to all chemistry teachers interested in

are rampant in the science classroom and students

misconceptions across different grade bands.

flipping their classrooms.

often have a difficult time letting go of them. In order to provide our students with opportunities to undo

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Professional Learning Teams (PLTs)

essays within a content area. In our first session, we will explore the Hochman Method and how students’ thinking is associated with writing. In sessions two and three, we will continue our work by creating

Analyzing Free Formative Assessment Lessons in Mathematics for 6-12th Grade Facilitators: MƒA Master Teachers Alex Cristando and Danilsa Fernandez TUESDAYS, FEB 25, MAR 17, APR 28, MAY 26 MƒA  MATHEMATICS

We all know that we teach something better the second time around… but how might we utilize each other’s teaching experiences to teach a lesson better the FIRST time? In this PLT, we will explore a free high-quality instructional resource, a set of 100 Formative Assessment Lessons developed by the Shell Centre for 6-12th grade mathematics teachers, and think about how to maximize their use in our classrooms. We will do this by closely analyzing the mathematics of the tasks, putting ourselves in our students’ shoes by actually doing the mathematics together, watching videos of students as they interact with the lessons, and sharing our own stories of use in our classrooms. In doing so, we will lean on each other to deepen our understanding of the mathematics we teach and come up with ways to more powerfully share that experience with our students.

or revamping lessons and activities with Hochman writing routines. We will implement the lessons, and

MONDAYS, FEB 10, MAR 2, MAR 30, APR 20 MƒA  SCIENCE

How might we use writing to support our students’ thinking in science? The Hochman Method is a set

MONDAYS, FEB 24, MAR 23, APR 20, MAY 18 MƒA

then collect, share, and analyze the work produced by

 SCIENCE

our students. By the end of the course, we will have

How might we design chemistry experiences that

a deeper understanding of how students’ learning is

develop conceptual understanding and honor the

associated with, and impacted by, writing. This course

scientific practices of the AP Chemistry Course and

is appropriate for life science teachers of all grade

Exam Description? In this PLT, we will focus on the

levels.

tough-to-teach concepts of the spring semester in order to prepare students for more than just the

Biotech for the 21st Century Classroom Facilitators: MƒA Master Teachers Sabrina Miller and Steven Oszust

successful completion of the course, but also for a deep understanding of the topics they’ll encounter. We will also aim to design learning experiences that

TUESDAYS, FEB 25, MAR 24, APR 21, MAY 19

will sustain students’ curiosity of real-world chemistry

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experiences. Each month, we will collaborate to unpack

 SCIENCE

How might we incorporate the tools and techniques of biotechnology into our science classrooms? This PLT is designed for middle and high school life science teachers interested in implementing biotechnology labs. During the course, we will explore different lab-based tasks by using the MƒA space to test drive, troubleshoot, and tweak labs before they are tried in the classroom. We will begin with a restriction digest of the lambda plasmid and a gel electrophoresis analysis of the resulting DNA fragments. Based on the interest of the teachers, additional protocols (PCR-based labs,

Applying the Hochman Method to Biology, One Sentence at a Time Facilitators: MƒA Master Teachers Angela Joseph and Ellie Williamson

Building Conceptual Understanding in AP Chemistry Facilitators: MƒA Master Teacher Sin Li and MƒA Early Career Teacher Anoopa Singh

a chemistry concept, design phenomena-based and student-centered activities, and come back together to reflect on the efficacy of these activities using formative assessment data. Our work will be structured by this content-specific design and inquiry cycle, focused on student performance and teacher growth, and aligned to the NGSS science practices laid out by the College Board. Ensuring conceptual understanding for some of these spring topics can be an undertaking for just one teacher, so collaboration is absolutely essential as we change our activities, revamp our questions, and clarify the bigger ideas.

DNA sequencing, or bacterial transformation) may be chosen to explore in sessions two and three and modified for implementation. In our last session, we will share observations of how the lab activities worked in our classrooms to strengthen the activities for future use. By the end of this PLT, we will have a toolbox of student-friendly lab investigations, low-cost methods of obtaining reagents, and resources for troubleshooting labs.

Building Relevance Through Project-Based Learning in Middle School Mathematics Facilitators: MƒA Master Teachers Nicole Santoro and Deva Thomas WEDNESDAYS, FEB 12, MAR 4, APR 1, APR 29 MƒA  MATHEMATICS + PLEASE NOTE: MAR 4 IS A DOE PARENT TEACHER CONFERENCE DATE FOR ELEMENTARY SCHOOLS AND K-8 SCHOOLS.

of writing strategies that explicitly teach students to construct and revise sentences, paragraphs, and 12

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Professional Learning Teams (PLTs) How might we use project-based learning to make mathematics more relevant to our middle school students? What real-world connections can we make

form of hyperdocs, WebQuests, organizers, and more.

will perform labs from spring term topics such as DC

It is our goal to build more self-aware and self-sufficient

circuits, electromagnetism, and optics, but will also

learners in our science classrooms, and we look forward

build time to develop new lab exercises that can be

to working together to do so. This course is open to

used with our own students and in our own labs. This

all middle and high school science teachers. This is a

PLT is aimed at teachers currently teaching high school

continuation of the work from the fall semester, but we

physics, or those who may be teaching it in the future.

welcome new teachers!

to our students’ lives? If you have ever been faced with these questions, you are not alone. Making mathematics meaningful to students and showing them applications outside of the classroom is one of the most difficult tasks

Developing Thought-Provoking Physics Labs Facilitators: MƒA Master Teachers John Avallone and Daisy Sharaf

teachers are faced with. In this PLT, we will work together

MONDAYS, FEB 10, MAR 9, MAR 30, APR 27

to brainstorm, cultivate, and implement a project that

OFFSITE

Engaging Activities in Statistics Facilitators: MƒA Master Teachers Paul Liebler and Sherri Shaarbafan TUESDAYS, MAR 10, APR 7, MAY 12, JUN 9 MƒA  MATHEMATICS

addresses both rigorous mathematics content and

 SCIENCE

How might we engage students by using activities to

concepts, while also building relevance for the content

+ PLEASE NOTE: ALL FOUR SESSIONS WILL TAKE PLACE FROM 5:00-7:00PM.

practice statistics? Great statistics activities enable

students will have the opportunity to relate, analyze, and

How might we develop physics lab exercises with an

of statistics and its applications in the real world. In

synthesize complex mathematical ideas and apply them

active and investigative approach that moves beyond

this PLT, we will share our most engaging activities

to the world around them. Together, we will have the

the lab manual or cookbook approach? In this PLT,

with the goal of designing, executing, and critiquing

opportunity to both revise and revamp existing projects,

we will share and analyze current lab practices as we

them to allow students to master both conceptual and

as well as work together to build new projects that can

look for ways to provide more authentic opportunities

procedural content. Come ready to share, improve, and,

be used to enhance our own curricula.

for student experimentation. During each session, we

with the help of your peers’ collaborations, return to

in the outside world. By developing authentic projects,

students to make connections between the science

Designing Tools to Support All Students’ Science Skills Facilitators: MƒA Master Teachers Beth Mowry and Raka Spoerri THURSDAYS, FEB 27, MAR 26, APR 23, MAY 14 MƒA  SCIENCE + PLEASE NOTE: MAY 14 IS A DOE PARENT TEACHER CONFERENCE DATE FOR MIDDLE SCHOOLS.

How might we best support the development of all students’ science skills? In this PLT, we will begin by identifying the skills that students need to be successful in middle and high school science classes including (but not limited to): data analysis, vocabulary acquisition, reading science texts, and test-taking. Then we will use a design thinking arc to develop, test, and refine tools and resources that students can use independently to practice or hone their skills. These tools could take the

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Professional Learning Teams (PLTs)

change, geometric ratio, rise over run, average velocity… all of these terms have the same underlying meaning, but our students may not always see that connection. In this PLT, we will examine common mathematics content

your class with a new set of engaging activities. While we plan to use resources and materials from the AP Statistics curriculum, all high school statistics teachers are welcome.

Book Club: Everyday Anti-Racism Facilitators: MƒA Master Teachers Helen Dole and Shaniece Mosley WEDNESDAYS, FEB 26, MAR 25, APR 29, MAY 27

strands and examine how they are presented in our

THURSDAYS, FEB 27, MAR 26, APR 23, MAY 28

classrooms from grades 6-12 in each session, we will

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focus on a particular topic of study, including the rate

 MATHEMATICS

of change, equality, numerical fluency, and additional

How might we change the language and structure of

topics we may find relevant. By solving different

mathematical tasks to encourage students to analyze

problems around the same theme, we hope to establish

the problem-solving process? For example, rather than

common terminology and notation to attain our goal of

asking students to “Solve: cos x = 1,” what happens

ensuring students connect mathematics content from

if we instead say, “The cosine of an angle is almost 1.

year to year. All secondary mathematics teachers are

What could the angle be?” Open-middle and open-

welcome.

ended questions require students to focus on analysis,

MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

How might we promote more equitable practices in our classrooms and schools? What actions can we take to

Focus on the Process: Opening up Questions in the Mathematics Classroom Facilitators: MƒA Master Teachers Renu Budhraja and Andy Deegan

planning, and process, rather than asking students

Explorations in Packing Facilitators: MƒA Master Teachers Gareth Chase and Jasper DeAntonio

to memorize procedures. In this PLT, high school mathematics teachers will modify existing course materials to incorporate these “open questions” that

be antiracist educators? Using the book Everyday Anti-

WEDNESDAYS, FEB 12, MAR 18, APR 22, MAY 13

demand students truly understand the entire problem-

Racism edited by Mica Pollock of the Harvard School of

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solving process. Examples of “open questions” can be

Education as a guide, we will look at concrete ways to analyze classroom interactions so that we may better address racial inequality and teach to high standards across racial lines. This book will help us to explicitly plan how to be purposeful in confronting discrimination and to promote equitable practices. We aim to move beyond the theoretically rich conversations that race issues can lead to, and focus instead on the practically useful ways all educators can be antiracist. We will

 MATHEMATICS

How might we use tiling strategies to understand

found at Robert Kaplinsky’s and Nanette Johnson’s website: www.openmiddle.com.

packing problems in two and three dimensions? Packing circles, spheres, and other figures to minimize the ‘wasted space’ between them is a deep mathematical topic with connections to geometry, physics,

Full STEAM Ahead Facilitators: MƒA Master Teachers Pooja Bhaskar and Lauren Schulman

crystallography, and two-dimensional tiling techniques.

MONDAYS, FEB 24, MAR 23, APR 20, MAY 18

In this PLT, suited to high school mathematics and

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physics teachers, we will explore packing through

 INQUIRY, PRACTICE, AND LEADERSHIP

guided problem sets, a close reading of mathematics

How might we engage students in our STEM content

texts, and inquiry-based collaboration in small groups.

while also encouraging their creativity to flow? In

Central to the PLT will be the text Fractions, Tilings, and

this PLT, we will share and collaborate on ways to

Geometry, published by AMS in the IAS/PCMI Teacher

incorporate more art and design into the science, math,

Program Series, though we will also draw from other

and engineering work that our students are already

texts at recreational and undergraduate mathematics

doing. Creating art encourages students to discover new

levels. Beyond readings, we will use Zometools to build

applications of the content and to think more deeply

crystalline structures and experience the mathematics

about the details and choices in design. Over the four

of packing in a hands-on way. While the main goal of

sessions, we will spend time in small groups developing

this PLT is to foster learning through collaboration and

new ideas that utilize various artistic media as a way of

How might we make connections across middle and

inquiry, we will also dedicate time to thinking through

learning and exploring content. We will explore the ways

high school mathematics classes in order to develop

how close reading and small group protocols can help

that art skills and traditional STEM skills can mutually

a more vertically aligned curriculum? Slope, rate of

achieve this aim in our own classrooms.

reinforce each other, iterate upon one of our existing

walk away with little steps, that combined together, will change the educational landscape!

Examining a Student’s Mathematics Journey from Grades 6-12 Facilitators: MƒA Master Teachers Rita Loomba and Soni Midha MONDAYS, FEB 10, MAR 9, APR 6, MAY 4 MƒA  MATHEMATICS

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Professional Learning Teams (PLTs) projects, and share our new STEAMy resources with each other. At the end of the PLT, everyone will walk away with shared resources and projects on how to turn STEM into STEAM.

How might we increase student awareness of global

work and classroom experiences, and planning for

issues and their role in shaping and addressing those

continued work after the exam. This course is open to

issues? Our primary goal is to guide teachers to redesign

AP Environmental Science teachers who are interested

their existing projects and labs to charge students with

in revising their current practices, pre-AP teachers who

addressing one of the United Nations’ 17 Sustainable

will teach APES in the 2020-2021 school year, and to any

Development Goals (UN SDGs). These goals are a call

teacher who is interested in teaching APES in the near

for action by developed and developing countries in a

future. Both new and returning teachers are welcome.

global partnership to end poverty and other deprivations by improving health and education, reducing income inequality, mitigating climate change, and spurring

Geometry for All: Interactive Tasks to Encourage Access for ALL Students Facilitators: MƒA Master Teachers Sarah Geist and Carol Kinney, Ph.D., and MƒA Early Career Teacher Rebecca Guarino THURSDAYS, MAR 12, APR 2, MAY 14, JUN 11 MƒA  MATHEMATICS

economic growth. We will begin by examining specific examples of projects and labs from a variety of content

TUESDAYS, FEB 11, MAR 17, APR 21, MAY 19

disciplines, each aligned with a different UN SDG. In

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sessions two and three, we will work in affinity groups on developing those assignments. We will conclude by sharing and celebrating our work through a poster session with artifacts so teachers can see, share, and steal (or remix!) each others’ products. This PLT is

How might we make geometry content accessible for

targeted specifically towards teachers of Regents and AP

all learners in our classrooms? Join us in this PLT as we

science classes. Particularly adventurous mathematics

focus on creating innovative, cognitively demanding,

teachers are also welcome.

and interactive tasks that illuminate high-level geometry concepts and encourage all students to engage and participate fully. We will work together to share and adapt lessons, problems, projects, and materials so that we can explore ways to help all students access and probe geometry. The goal is to help students who struggle to comprehend and use geometric principles

Honing Scientific Arguments Facilitators: MƒA Master Teachers Stacy Goldstein and Susan Katzoff

Have You Ever Seen a Crowd Go APES? Facilitators: MƒA Master Teachers Laura Singleton and Sharisse Small

 SCIENCE

How might we get students to solve real-world issues by exploring different stakeholder perspectives? As science teachers, we typically discuss issues such as climate change and genetic modification primarily through the scientific lens. What if we had our students learn about these issues by also examining them from other perspectives, such as a political or economic viewpoint? Together we will explore the QUEST (Question, Understand, Evaluate, Synthesize, Team) framework, developed by the College Board, as a tool to more effectively incorporate literacy and argumentation into

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the science classroom. We will begin by experiencing

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the framework as students, and then form small

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groups by content area to develop our own activities

deeper. The course is geared for both Regents and

How might we work collaboratively to implement the

using the framework. In later sessions, we will test the

non-Regents classes, and for classrooms with diverse

new AP Environmental Science (APES) Practices into our

developed unit activities on one another and discuss

learners, including English Language Learners and

daily instruction? In this PLT, we will continue our work

how to improve these activities and take them to the

students with IEPs.

from the fall PLT as we analyze the science practices

next level. After the iteration phase, we will try them in

outlined in the new APES Course and Exam Description

our own classrooms. By the end of this PLT, we hope

and work to better equip our students with the skills

teachers will be able to spark their students’ interest in

needed to be successful in college-level science

the research process and provide scaffolded activities to

courses. We will begin by sharing the successes and

help build their research skill set. This course is designed

challenges of implementing the new science practices

for all middle and high school science teachers who are

MONDAYS, MAR 2, MAR 30, APR 27, JUN 1

thus far. Then, we will form groups to create, adapt,

interested in having students dig deeper into the major

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and modify classroom activities that incorporate these

scientific issues that affect our world!

and those who feel confident to push themselves

Globalizing the STEM Classroom: Sustainability in Lab Facilitators: MƒA Master Teachers Seth GuiñalsKupperman, Michael Holmes, and Michael Paoli

 INQUIRY, PRACTICE, AND LEADERSHIP

seven science practices. We will assess what we have implemented by reflecting on our work, sharing student

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Professional Learning Teams (PLTs) Infusing Social Justice in STEM Facilitators: MƒA Master Teachers Kristin Azer and Napoleon Knight TUESDAYS, MAR 10, APR 7, MAY 12, JUN 9 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

How might we meaningfully integrate social justice issues and practices into our STEM classrooms? This PLT will offer an opportunity for us to explore how social justice can be woven into project-based learning and into Common Core and NGSS-aligned curricula. We will engage in analyzing critical race theory and areas of social injustice that affect our work. We will also have the opportunity to share projects, lessons, and classroom practices that support this endeavor. Additionally, we will design and implement ideas in our classrooms, and then share student outcomes in small groups. Together, we will continue to build a substantial

toolkit of projects, tasks, and strategies to support the

Moving beyond presenting students with visual

infusion of social justice into our curricula.

models and interpreting them, the goal of this PLT is to become better at asking students to develop their own

Infusing Sustainability Into Any Class Facilitators: MƒA Master Teachers Kristin Buccafola, Katie McCarthy, and Joseph Moll, Ph.D.

visual representations of the mathematics presented. Our time will focus on reading current research, then collaborating to develop, analyze, and improve

WEDNESDAYS, FEB 12, MAR 18, APR 22, MAY 20

multiple opportunities for students to create visual

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representations of mathematics across all levels.

 INQUIRY, PRACTICE, AND LEADERSHIP

How might we embed more evolved principles of sustainability into our curriculum? When you hear the word “sustainability,” is recycling the first thing that pops into your head? It’s actually much more than just correctly sorting your trash. Sustainability is a way to address social justice issues and global challenges like poverty, climate change, environmental degradation, food insecurity, gender inequality, and racial injustice. Having a balanced economy, a just society, and a

Living Environment Phenomena Based NGSS Aligned Units Facilitators: MƒA Master Teachers Leovie Diaz and Deborah Reich WEDNESDAYS, MAR 4, APR 1, MAY 6, JUN 3 MƒA  SCIENCE + PLEASE NOTE: MAR 4 IS A DOE PARENT TEACHER CONFERENCE DATE FOR ELEMENTARY SCHOOLS AND K-8 SCHOOLS.

healthy environment is beneficial for all. In this course,

How might we use phenomena, storylines, and three

we will explore ways teachers can help learners become

dimensional learning to make biology more engaging

aware of global sustainability issues and develop

and meaningful to our students? We’ll begin this PLT by

solutions for their schools and communities. We will

exploring the foundations of NGSS with an immersive

expand our knowledge of sustainability and help

experience created by teachers from our fall PLT!

identify how any course can have a sustainability focus,

In sessions two and three, we will work in teams to

regardless of the content or grade level. We’ll use a

modify and align existing units to include elements of

place-based strategy by looking at the OneNYC plan for

NGSS. By the end of this PLT, we will have a toolbox

a sustainable city, resources from the UN’s Sustainable

of engaging anchor phenomena, possible storylines,

Development Goals, and materials from the NY Office of

and accompanying units to implement in our own

Sustainability.

classrooms. This PLT is for Living Environment, biology, and life science teachers who are either returning

Let’s Get Visual Facilitators: MƒA Master Teachers Deb Barnum and Jeremy Owens-Fajardo

teachers from the fall or are new teachers interested in learning more about NGSS and how best to prepare for the future rollout.

WEDNESDAYS, FEB 26, MAR 25, APR 22, MAY 20 MƒA  MATHEMATICS

How might we create more opportunities for students to make their own visual models/representations? Increasingly, research shows that higher-order thinking

MONDAYS, MAR 2, MAR 30, APR 27, JUN 1

about mathematics focused on visual representations

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increases engagement, achievement, and equity. 16

Making With Meaning: Bridging Engineering Design With Content Facilitators: MƒA Master Teachers Deame Hua and Elisha Johnson

 INQUIRY, PRACTICE, AND LEADERSHIP

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Professional Learning Teams (PLTs) How might we maximize design challenges to engage

their peers for constructive feedback. We will talk, share,

How might we adapt our current chemistry curricula

create, and ultimately guide each other to improve our

to better reflect the new NGSS standards? In this

students’ knowledge of space science. This PLT is for

PLT, we will work together to unpack and begin

middle school general science and high school teachers

implementing the innovations of NGSS, ahead of the

teaching an elective science or earth science course.

widespread adoption into the Chemistry Regents in 2024. We will begin by experiencing and defining what

students in authentic STEM learning experiences that simultaneously develop key soft skills such as resilience and collaboration? We all love the classic egg drop experiment or dream of having a makerspace, but these might not fit within the content we have to teach

Navigating Compassion: The Role of the Teacher in the Face of Crisis Facilitators: Jessica Trubek and MƒA Master Teacher Alana Burgos

given our limited resources. This PLT is for anyone who

WEDNESDAYS, MAR 11, APR 1, MAY 6, JUN 3

teaches mathematics, science, or technology and is

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looking to incorporate engineering design challenges

 INQUIRY, PRACTICE, AND LEADERSHIP

into their practice. In this PLT, we will engage in design

How might we open ourselves up to the emotional

thinking, analyze our own curricula for opportunities

experience of our students without becoming

to include meaningful design challenges, try them out

overwhelmed? This PLT, co-led by an MƒA Master

in our classrooms, reflect on the challenges and the

Teacher and a school social worker, will help teachers

student work produced, and hopefully leave with a

develop skills to respond when students confide

passion for teaching engineering!

in them, revealing difficult challenges at home and expressing strong emotions. Pulling from renowned

Middle School Space Science - A Project-Based Learning Approach Facilitators: MƒA Master Teachers Mandeep Singh and Anne Williard

methods of psychotherapy case study protocols, we will focus on one student’s emotional well-being and reflect on their experiences to gain greater insight into how we can best support all students. In between

MONDAYS, FEB 10, MAR 9, APR 6, MAY 4

sessions, we will apply what we’ve learned to our daily

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interactions with students, and return to the PLT to share

makes good anchor phenomena in order to select an appropriate anchor for our own classrooms. In the second and third sessions, we will design a unit around this phenomenon, and between the third and fourth sessions, we will teach portions of the unit in our classrooms. We’ll conclude by sharing out and reflecting on our respective successes and challenges. We hope to develop a community in which to share experiences on differentiation, misconceptions, and the efficacy of newly modified lessons as we prepare for the shift to NGSS.

Planning for 2100: Facilitating Student-Led Climate Action in NYC Schools Facilitators: MƒA Master Teacher Jared Fox and MƒA Early Career Teacher Andy Zimmermann TUESDAYS, MAR 10, APR 7, MAY 12, JUN 9 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

How might we engage our students as ambassadors for climate resilience in New York City? In this PLT, we will

 SCIENCE

these experiences in an effort to continue honing skills

How might we bring authentic project-based learning

both in our student interactions and in building our own

into the middle school science classroom? In this PLT,

emotional resilience.

we will collaborate to create easy-to-understand,

Jessica Trubek is a school social worker at Lyons Community School in

student-friendly projects to teach the basic principles

Toolkit. Over the course of four sessions, we will explore

Brooklyn. She became a social worker after working as a middle school

of earth and space science. Teachers will engage

Social Studies teacher outside of Boston and a teacher educator at Long

various forms of student-led climate action ranging from

in discussion with their peers to identify classroom

Island University-Brooklyn.

colonization and terraforming of Mars. We will do this by reviewing current pedagogy and science standards, reflecting on prior units, and creating specific tasks and assignments that will engage students in independent learning and successful research. Teachers should

action project using a framework developed by the facilitators and aligned with NOAA’s Climate Resilience

climate striking to advocating for green infrastructure in their neighborhoods. This PLT is for teachers who want

projects related to the formation of our solar system, characteristics of planets and celestial objects, and

design and implement a student-led climate resilience

Next Generation Chemistry Facilitators: MƒA Master Teachers Cailin Colarusso and Stephen Mulick TUESDAYS, FEB 25, MAR 24, APR 21, MAY 19

to translate climate literacy into urgent climate action, and for those who want to take an active role in building community resilience through civic engagement and advocacy.

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expect to create at least one project to be shared with 17

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Professional Learning Teams (PLTs)

Book Club: Reality Pedagogy and #HipHopEd Facilitators: MƒA Master Teacher Sharon Collins and MƒA Early Career Teacher Genesis Grullon TUESDAYS, FEB 25, MAR 24, APR 28, MAY 26

Read, Write...Argue! Learning Science by Doing Science Facilitators: MƒA Master Teachers Brent Lawrence and Megan Wallner

MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

How might we elevate students’ engagement and voice in their own education, while “unleashing the

TUESDAYS, MAR 3, MAR 31, MAY 5, JUN 2

brilliance” of all of them? Dr. Christopher Emdin has

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developed both Reality Pedagogy and #HipHopEd to

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How might we transform our classes into studentcentered learning labs in which students run the show? The goal of this PLT is to increase engagement in our classes and to develop students’ identities as science researchers, using the Argument-Driven Inquiry (ADI) framework for science investigations. ADI is an instructional approach that relies on student argumentation as the basis of scientific investigations. This allows teachers to transform traditional labs into inquiry labs where students must also read, write, speak, and listen. ADI lessons easily incorporate into existing units of study and integrate Next Generation Science Standards, Common Core Learning Standards, and New York State Science Learning Standards. We will work together to discuss what makes the ADI framework

empower students. In this PLT, we will read and discuss excerpts from two of Dr. Emdin’s texts, For White Folks Who Teach in the Hood...and the Rest of Y’all Too and #HipHopEd: The Compilation on Hip-hop Education. Returning teachers to this PLT will share artifacts and experiences implementing some of the 11C’s from Reality Pedagogy into their classrooms, including Cogens, Co-teaching, Cosmopolitanism, Competition, Clean, and Code-Switching. New teachers will be introduced to these practices through an in-

The ultimate goals are to determine the ideal times and

depth discussion of selections from both texts and

tasks within our units where flipping provides the most

collaboration with teachers currently implementing

leverage for student growth and to leave the PLT with a

Reality Pedagogy. We will all engage in honest,

“Flipping the Classroom Guidebook” to help plan future

thoughtful, and actionable discussions of how to take

courses or onboard our colleagues. The PLT is ideally

these practices back to our classrooms and schools to

suited for mathematics teachers who have at least some

transform education for New York City students.

experience with a flipped or blended classroom model.

Refining Best Practices in a Flipped Mathematics Classroom Facilitators: MƒA Master Teacher Alan Kadlec and MƒA Early Career Teacher Andrew Fitts

Book Club: So You Want to Talk About Race? Facilitators: MƒA Master Teachers Andrea Kung and Samantha Tulloch

successful, create and adapt activities to align with ADI principles, and implement our ADI-generated activities into our own classrooms. We’ll conclude by reflecting on the successes and challenges of implementation and revising our activities for future use. Teachers should come prepared with a content topic of their choice through which to explore the ADI process. This PLT is for science teachers at every grade level who want to create

TUESDAYS, MAR 10, APR 7, MAY 5, JUN 2 MƒA  MATHEMATICS

classrooms that are more student-centered and foster

How might we achieve the most efficient and productive

higher-order thinking skills.

use of our face-to-face time in a blended or flipped classroom? For those who currently flip their classroom, this question is likely one you reflect upon regularly. In this PLT, we will combine our collective experiences and share the successes and challenges of our blended and flipped classrooms to develop a set of best practices.

TUESDAYS, MAR 10, APR 7, MAY 5, JUN 2 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

How might we critically examine our own relationships with race, racism, and white supremacy in a safe and supported way? In a city where 85% of our students are not white, race plays many roles in the lives of our students. Oftentimes, race and its effects are not talked about in either our professional or personal lives through a critical lens because talking about race can require admitting fault with ourselves and/or the MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Professional Learning Teams (PLTs) status quo. We hope that despite these challenges, you will join us in talking about race. In this PLT, we will discuss the book So You Want to Talk About Race? by Ijeoma Oluo, and excerpts from other texts in order to anchor these conversations. We will also reflect on the implications of race in our teaching pedagogy and our interactions with students, families, and staff in our schools. This PLT is open to all teachers willing to step outside their comfort zone and be an active participant in these sometimes difficult conversations.

Supporting Students Who Are Learning English as a New Language in Mathematics Facilitators: MƒA Master Teachers Megan Berdugo and Jay Pirani-Mellstrom MONDAYS, MAR 9, APR 6, MAY 4, JUN 1 MƒA  MATHEMATICS

How might we reach students who are learning English as a new language (ENLs) in mathematics with engaging and effective practices? Mathematics can be a wonderful subject to explore with ENLs because of the visual and hands-on nature of much of the content. In addition, academic vocabulary acquisition involves great challenges but also great opportunities. Although some support can be found to teach ENLs (i.e. WestEd’s Quality Teaching for English Learners curriculum), examples of mathematics-specialized ENL curriculum is scarce and scattered, making our task even more exigent. In this PLT, we will focus on successful practices

for ENLs, meet the required standards, and are engaging

means for creative expression. It’s a unique opportunity

for students.

to unpack our classroom and personal experiences through writing and give voice to ideas that might not

Taking Culturally Responsive Teaching Back to Our Schools Facilitators: MƒA Master Teachers Katie Davey, Scott Gallagher, and Dwaina Sookhoo

otherwise have an opportunity to grow. It’s an even more unique opportunity to do this in the supportive company of other teachers. Join us as we come together each month to write, exchange feedback, and

WEDNESDAYS, FEB 26, MAR 25, APR 29, MAY 27

use the resulting inspiration to improve our writing. This

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PLT continues a successful fall course that saw writers

 INQUIRY, PRACTICE, AND LEADERSHIP

build a positive peer critique culture in just a few quick

How might we increase buy-in of the principles of

sessions. All experience levels are welcome.

Culturally Responsive Teaching (CRT) to improve school culture and student performance? This PLT is for mathematics and science teachers interested in leading school-based professional development around CRT

Teaching Calculus Facilitators: MƒA Master Teachers Stephanie Bohbot and Ricardo Estrada

practices with a focus on race and identity. By the end of

MONDAYS, FEB 10, MAR 9, APR 6, MAY 4

this PLT, we will develop a deeper understanding of CRT

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as it relates to brain science, student experiences, and

 MATHEMATICS

identity and race. We will prepare to lead school-based

How might we help calculus students build connections

professional development to empower our colleagues

between conceptual understanding and algebraic

and administration to use these practices to create

fluency using focused calculus tasks? Join us as we

positive student experiences by developing a cohesive

share tried and tested materials developed by our own

plan to share this work in our schools. Lastly, we will

MƒA community. In this PLT, we will explore a wealth

reflect on and troubleshoot the hurdles that may arise

of resources as we reflect on our own experiences,

when bringing CRT to our colleagues or using it with

ideas, and challenges. We will also explore the use of

our students. We will use the book Culturally Responsive

technology (like Desmos) to ensure students have the

Teaching and the Brain by Zaretta Hammond to anchor

skills needed to succeed on the AP exam. As our work

our work.

is centered on both student performance and teacher growth, this PLT is open to those who currently teach

Teacher as Writer Facilitators: MƒA Master Teachers Brian Palacios and Sam Williams WEDNESDAYS, FEB 26, MAR 25, APR 29, MAY 27 MƒA

calculus - both AP and non-AP teachers are welcome.

Teaching for Student Achievement in Algebra II Facilitators: MƒA Master Teachers Alice Brea, George Ludovici, and Scott Taylor

 INQUIRY, PRACTICE, AND LEADERSHIP

THURSDAYS, FEB 27, MAR 26, APR 23, MAY 28

include ENL resources, analysis of effective cooperative

How might we use writing as a means to make

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learning strategies, implementation of scaffolding

teaching a more sustainable path? We teachers do a

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and differentiation approaches, and exploration of

lot of writing. Sadly, most of it is obligatory. We write

How might we improve student achievement in Algebra

project-based learning ideas that work well with ENLs.

lesson plans, emails, letters of recommendation, and

II? The goal of this PLT is for teachers to gain a deeper

Teachers will share and reflect on lessons, activities,

work designed to help the understanding of others.

understanding of the most effective ways to teach

and classroom experiences with the goal of producing

Rarely do we get a chance to write for ourselves. This

Algebra II curriculum, including in-depth analysis and

mathematics curriculum and activities that are effective

PLT approaches writing as a restorative practice and a

use of past Regents questions, reinforcement through

for supporting ENLs in mathematics. Topics will

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Professional Learning Teams (PLTs) Delta Math, and careful planning and sequencing of the calendar. We will spend time sharing resources and working collaboratively on lesson plans, activities, and units. We will then try out these shared resources in our classrooms, and reflect together on our successes and challenges. Many of us devote a great deal of effort to figuring out how to succeed in teaching a given course. By taking a shared approach, built upon a successful foundation, we will all become more effective educators.

Understanding Dyscalculia Facilitators: MƒA Master Teachers Shiela Lee and Maureen Stewart TUESDAYS, MAR 3, MAR 31, APR 28, MAY 26 MƒA  MATHEMATICS

Vulnerability and the Path to Personal and Professional Growth Facilitators: MƒA Master Teachers Katie Francis and Deborah Schaeffer

How might we support one another with the process of applying for National Board Certification? Come collaborate with and be bolstered by a community of other MƒA teachers who are also going through the

MONDAYS, MAR 9, APR 6, MAY 4, JUN 1

process. Most National Board Certified Teachers report

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that having the help of other educators made the

 INQUIRY, PRACTICE, AND LEADERSHIP

difference in their success in applying. Teachers working

How might we nurture our own continued growth,

on any or all of the components are welcome. Based

both personally and professionally, while also helping

on feedback from the National Board Certification

our students to develop as human beings? In this PLT,

Interest Group in the fall, we will focus on Component

we hope to create a space to support one another as

2: Differentiation in Instruction and Component 3:

we explore how our personal growth, self-awareness,

Teaching Practice and Learning Environment. In this

and self-reflection can lead to classroom environments

PLT, we will troubleshoot obstacles in the application,

that encourage students to be vulnerable, take risks,

practice giving and receiving feedback, and utilize our

and form relationships with both their teacher and their

shared expertise to become National Board Certified

peers. We will start by taking a step back and looking

Teachers.

at the big picture of our lives, our visions and goals, the relationship between our personal and professional lives, and how they support or conflict with one another. Drawing from the work of Dr. Brené Brown and her book Daring Greatly, we will delve into the concept of

Your NGSS Aligned Classroom = SEPs + DCIs + CCs Facilitators: MƒA Master Teacher Kerine McIntosh and MƒA Early Career Teachers Nneka JoyetteDaniel and Caroline Phillips

vulnerability, and the role this plays in building authentic

TUESDAYS, MAR 3, MAR 31, APR 28, MAY 26

How might we study and understand dyscalculia in

relationships with our students. We will investigate our

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order to best serve our students who struggle with

own triggers at work, our responses to daily challenges,

 SCIENCE

mathematics? In this PLT, we will use several books as a

and how vulnerability could aid in overcoming tough

How might we redesign our science classrooms to be

guide to study dyscalculia - a type of learning disability

work situations. We will end by synthesizing what we

more aligned with NGSS? This PLT is for middle and

that impacts a student’s ability to do mathematics. It is

have learned and come up with clear and specific

high school science teachers interested in implementing

believed that 3 - 10% of students are dyscalculic. It is

plans that we can put into practice right now and in

three dimensional learning, the basis for the Next

not as well known or understood as dyslexia, but some

the coming semester. This PLT is for all teachers of any

Generation Science Standards. We will explore and build

experts believe it is just as common. Many teachers are

grade level and subject area.

phenomena-based learning sequences that integrate

not equipped to recognize or differentiate for those with this specific learning disability, which for some students can make mathematics feel crippling. This PLT, open to teachers of all age ranges, will study dyscalculia, learn

the disciplinary core ideas (DCIs), crosscutting concepts

Working Towards National Board Certification Facilitators: MƒA Master Teachers Sharon Collins and Chereese Gardner

(CCs), and science and engineering practices (SEPs). Before implementing these three dimensional learning sequences with our own students, we will participate in

from personal account stories, break down myths, and

WEDNESDAYS, FEB 26, MAR 25, APR 22, MAY 27

several rounds of peer feedback to optimize the learning

develop strategies to help students who struggle with

MƒA

experiences and deepen connections to each of the

mathematics. We will also engage in conversations

 INQUIRY, PRACTICE, AND LEADERSHIP

three dimensions. We will return to the final session with

about the nature of dyscalculia, how to assess students,

+ PLEASE NOTE: THIS WORKSHOP IS FOR TEACHERS WHO ARE CURRENTLY WORKING ON COMPLETING THEIR NATIONAL BOARD CERTIFICATION IN THE 2019-20 SCHOOL YEAR. OPTIONAL INFORMAL WORK AND FEEDBACK SESSIONS WILL BE AVAILABLE BETWEEN SESSIONS. DATES FOR THESE WORK SESSIONS WILL BE DECIDED DURING THE PLT.

student work to share and analyze in hopes of creating a

and identify further learning goals and questions for ourselves. At the end of this PLT, teachers will leave with the tools they need to understand dyscalculia and offer

repository of 3D science lessons across grade levels.

better support to their students. 20

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

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

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Mini-Courses

platonic solid and its dual. Each pattern is created by

Ido Davidesco is a postdoctoral researcher at the NYU Department

the interaction of colorful embroidery threads and the

of Psychology and the Center for Neural Science. His work focuses

negative space image. In this mini-course, teachers

ALL-ED is Back! Facilitator: Rhonda Bondie, Ph.D.

on integrating neuroscience and education through neuroscientific research in classrooms and through the development of neuroscience

will begin by examining several existing temari balls

programs for students and educators. He holds a Ph.D. in computational

to explore the most common symmetries of a sphere

neuroscience from the Hebrew University of Jerusalem, Israel.

FRIDAYS, FEB 28, MAR 20

and the duality of polyhedra. Then we will examine

MƒA

the potential benefits of using temari in a mathematics

Building Calculus Facilitator: MƒA Master Teacher Andrew Wille

 INQUIRY, PRACTICE, AND LEADERSHIP

classroom as a tool to enhance student understanding

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

of spherical geometry. Finally, teachers will craft their

MONDAYS, MAR 2, MAR 9, MAR 30

own temari balls by applying the basic techniques of

MƒA

Teachers know that students come into their classes with divergent experiences, understandings, interests, strengths, and needs. However, finding sustainable ways to respond to student diversity on a daily basis is among teachers’ greatest challenges. All Learners Learning Every Day (ALL-ED) is a framework that brings together practical, research-based learning routines enabling teachers to think on their feet to tailor instruction for every learner. In this mini-course, we will tackle new and old ALL-ED routines, plan instruction for inclusion, and adjust curriculum to further equity in our classrooms. Teachers who are new to the ALL-ED framework, as well as teachers who are already practicing it in their classrooms, are welcome to participate. Rhonda Bondie is a lecturer on education in special education for the Harvard Teacher Fellows program, and the Director of Professional Learning at the Harvard Graduate School of Education. She enjoyed

embroidery and symmetry of geometric design. As

 MATHEMATICS

such, this course is intended for those who are crafty

Doing mathematics involves categorizing, abstracting,

and comfortable with sewing needles.

and justifying one’s understanding, yet traditional

Dorota Caetano is an MƒA Master Teacher and mathematics teacher at

mathematics classes often present the content

Vanguard High School in Manhattan.

as neat and orderly theorems and methods, with minimal opportunities to categorize, abstract, or

BrainWaves: Bringing Neuroscience Into the Classroom Facilitator: Ido Davidesco, Ph.D. THURSDAYS APR 23, MAY 7, MAY 14 MƒA  SCIENCE + PLEASE NOTE: MAY 7 IS A DOE PARENT TEACHER CONFERENCE DATE FOR ELEMENTARY SCHOOLS AND K-8 SCHOOLS. MAY 14 IS A DOE PARENT TEACHER CONFERENCE DATE FOR MIDDLE SCHOOLS.

Neuroscience is one of the most rapidly growing STEM fields, with an increasing presence in public media

being a classroom teacher and administrator in public schools for over

and potentially important implications in everyday life.

twenty years. Rhonda has served on the faculty of Project Zero for many

Yet, the presence of neuroscience in K-12 education is

years developing an expertise in Teaching for Understanding, Making

limited, and students are often unaware of the field’s

Thinking Visible, and Multiple Intelligences.

WEDNESDAYS, MAY 6, MAY 20, JUN 3 MƒA  MATHEMATICS

and methods of calculus, this mini-course will explore the historical problems and puzzles that led to the development of modern-day calculus. Teachers will also engage in creating mathematics, and in doing so, have an opportunity to reflect on how a problemsfirst approach to pedagogy influences the type of mathematical activities and thinking done by students in their own classrooms. While this course will focus on building calculus, it does not require previous knowledge of calculus and is suitable for mathematics teachers of all levels. Andrew Wille is an MƒA Master Teacher and mathematics teacher at Stuyvesant High School in Manhattan.

foundations and dramatic advances. This mini-course will introduce teachers to innovative methods of

Allure of an Ancient Art: Spherical Symmetries and Duality of Temari Balls Facilitator: MƒA Master Teacher Dorota Caetano

justify. Rather than examine the polished theorems

teaching neuroscience in the classroom. Teachers will be trained in using portable electroencephalogram (EEG) technology to record and analyze their own brainwaves and discussions will focus on how this technology can be used to construct neuroscience research experiences in the classroom.

Code Puzzles in the Classroom Facilitators: Jeff Olson and Taylor Want WEDNESDAYS, MAY 6, MAY 13, MAY 20 MƒA  COMPUTER SCIENCE AND TECHNOLOGY

Whether you’re writing your first line of code, or you’ve

Temari, beautiful Japanese thread balls, are colorful

majored in computer science, you’ve likely heard of

demonstrations of spherical geometry. Their designs

the code challenges that companies like Google use

come from underlying polyhedra projected on the

as part of their hiring process. These puzzles require

surface of a sphere, resulting in marking a specific

critical thinking, perseverance, curiosity, and excellent

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Mini-Courses

Kenny Graves, Ph.D. has served in public and Independent schools

a curriculum developer and trainer for Mouse, an NYC-based non-profit

for the past decade as an award-winning English teacher, professional

with a focus on Technology for Good.

developer, educational technologist, and school leader. Dr. Graves currently serves as the Upper School (9-12) Ethics & Technology

problem-solving abilities - all attributes teachers would love to see in their STEM students! Come hang out,

Coordinator at the Ethical Culture Fieldston School in the Bronx, NY, where he leads the academic technology program at the Upper School, serves as a Form advisor, and teaches in the Ethics department.

Designing a Math Workshop Facilitators: Kara Imm and MƒA Master Teachers Nancy Cummings and Ashley Ferrara

learn the basics, sharpen your skills, and dig deep

Kenny is also currently an adjunct professor at the Klingenstein Center

TUESDAYS, MAY 5, MAY 19, MAY 26

into solving code puzzles with us. We’re excellent

for Independent School Leadership at Teachers College, Columbia

MƒA & OFFSITE

debuggers, ready to support you at your current

University, where his teaching and research interests examine leadership

coding level (even if you’ve never coded before), and to act as thought partners for you on the best ways to adapt these games for your students, your context, and

for computer science education; data-driven and evidence-based leadership practices; equity, ethics, and social issues in technology leadership in public and private schools; and critical quantitative methods. You can follow Kenny on Twitter at @kennyegraves.

your classroom. Jeff Olson is a former high school language arts and mathematics teacher from Nashville, TN. He received his M.Ed. in Secondary English Education from Arizona State University in 2014. He currently works as

+ PLEASE NOTE: TWO SESSIONS OF THIS COURSE WILL TAKE PLACE AT MƒA, AND ONE SESSION WILL TAKE PLACE OFF SITE. PLEASE BE SURE YOU CAN ATTEND THE FULL DAY INTERVISITATION ON MAY 19 BEFORE REGISTERING FOR THIS COURSE.

What happens when “math block” turns into a math

Computer Science With Google CS First: A Tool for Captivating Math Education Facilitator: Tom Bijesse

the Director of Curriculum & Instruction for Upperline Code.

WEDNESDAYS, APR 22, MAY 6, MAY 27

Taylor Want taught high school physics in Fall River, MA and Austin, TX

MƒA

for four years, during which time she received her M.Ed. in Curriculum

 MATHEMATICS

 COMPUTER SCIENCE AND TECHNOLOGY

and Teaching from Boston University. She currently works as the

workshop? In this unique mini-course, we will explore some possible mathematical workshop structures including, but not limited to: investigations, routines, centers/stations, whole class shares, gallery walks, and games. In our first session, we will study each of the elements of a math workshop and plan for

Coding and computer science are valuable tools that

facilitating a workshop in our own classrooms. Our

can help students engage with mathematics more

second meeting will be a full day workshop, during

meaningfully. Scratch, a blocks-based programming

which we will travel as a group across three of our own

language, is one such tool. It is designed to teach

schools. We will design and enact some elements from

TUESDAYS, MAY 12, MAY 19, JUN 2

young students who have no previous experience with

the workshop model in elementary, middle, and high

MƒA

computer science how to begin coding. Google CS

school classrooms. For our final session, we will return

First is an interactive curriculum that guides students

to MƒA to process our experiences in the classrooms,

and teachers through projects on Scratch that

and continue envisioning math workshop in our own

introduce and reinforce computer science concepts

practice. Teachers will leave with a deep sense of how

in a way that is engaging and fun! In this hands-on

a workshop model approach could support students to

mini-course, teachers will create programs in Scratch

make sense of, and retain, new mathematics.

developed for a mathematics classroom. Each session

Kara Imm is a K-12 math educator, currently serving as the Co-Director

will cover topics including the coordinate plane,

of Math in the City (City College, NY). In this capacity, she provides

variables, area of a shape, and more. In these lessons,

professional development and school-based coaching to K-12 public

teachers will write code that allows students to interact

schools throughout New York City and beyond. Kara earned an M.S. Ed

Director of Operations for Upperline Code.

Coding a Social Justice Curriculum Facilitator: Kenny Graves, Ph.D.

 COMPUTER SCIENCE AND TECHNOLOGY

To what extent do we use our computer science classrooms to teach students how to be social justice advocates inside and outside our classrooms? Together, we will investigate the intersection of coding and social justice. In this mini-course, teachers will: (1) reflect on their own understanding of diversity and use critical frameworks to understand the assumptions they bring to their CS classrooms, (2) experience sample projects that infuse culturally responsive teaching practices in CS topics from the CS4All Blueprint and AP Computer Science Principles frameworks and create an action plan for their own curriculum, and (3) brainstorm innovative ways for

with the content they are learning. Get ready to

Studies from Stanford University. She is currently completing a Ph.D. in

experience a mathematics and computer science class

Urban Education from the Graduate Center, The City University of New

as you have never seen before! This course is primarily

York. Kara is the author of several publications for and with teachers, as

for elementary and middle school mathematics

well as a co-founder of the numeracy blog www.numberstrings.com.

teachers, but all are welcome to attend.

Nancy Cummings is an MƒA Master Teacher and mathematics teacher at JHS 259, the William McKinley School in Brooklyn.

teachers and students to get involved in digital social

Tom Bijesse is a former NYCDOE computer science teacher and life-

justice activism outside their immediate school

long learner. Tom has led professional development for thousands of

contexts.

educators across three countries on a variety of technical subjects. He is

in Early Adolescence from Bank Street College and a B.A. in American

Ashley Ferrara is an MƒA Master Teacher and mathematics teacher at the Academy for Software Engineering in Manhattan.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Mini-Courses

Designing Culturally Responsive Lesson Plans to Support Diverse Learners Facilitator: Yvonne Thevenot THURSDAYS FEB 27, MAR 12, MAR 26

Designing and Leading Learning for Teachers Facilitator: Kara Imm TUESDAYS, MAR 10, MAR 17, MAR 24 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

MONDAYS, FEB 10, FEB 24, MAR 9

+ PLEASE NOTE: MAR 12 IS A DOE PARENT TEACHER CONFERENCE DATE FOR MIDDLE SCHOOLS AND DISTRICT 75 PROGRAMS.

MƒA

+ PLEASE NOTE: THIS COURSE WILL REMAIN CLOSED DURING THE REGISTRATION PERIOD IN ORDER TO GIVE PRIORITY REGISTRATION FOR TEACHERS WHO ARE CURRENTLY FACILITATING AT MƒA. PLEASE ADD YOURSELF TO THE WAITLIST TO INDICATE INTEREST.

How do teachers make STEM classes engaging and

How do we create spaces and experiences that lead to

thereby creating equity in classroom climates and

new learning for teachers? In this mini-course, we will

empowering students to be active participants in STEM

work together to build a frame for designing learning

learning spaces. In this mini-course, teachers will learn

experiences for fellow teachers (mathematics, science,

what culturally responsive teaching is and will practice

and beyond). We will consider the space of learning as

using culturally responsive instructional strategies

PD sessions, PLTs, mini-courses, department meetings,

by engaging with hands-on science and engineering

working groups, and professional conferences.

labs that guide them in ways to incorporate students’

Together, we will explore the relationship between

shared cultural experiences (the main component of

designing learning for students and for teachers,

a culturally responsive STEM curriculum) into lesson

strategies for engagement, relationship/community

plans and classroom activities. They will brainstorm in

building, understanding change-avoidant teachers,

groups using reflective practices on ways they can give

and helping teachers to take up new ideas. It will be

their students time to develop their own knowledge

fantastic if you are already leading or planning to lead

constructs, as well as use prior knowledge in their

some learning for teachers—though all are welcome to

project-based activities. Then, teachers will create

join!

their own culturally responsive 5E lesson plan and will

Kara Imm is a K-12 math educator, currently serving as the Co-Director

teach a portion of it in the session. This course is open

of Math in the City (City College, NY). In this capacity, she provides

to all math or science teachers who want to be both

professional development and school-based coaching to K-12 public schools throughout New York City and beyond. Kara earned an M.S. Ed

fun for all students? A culturally responsive STEM curriculum uses cultural knowledge to guide teaching and instruction in STEM learning environments,

practical and reflective about what it means to design

in Early Adolescence from Bank Street College and a B.A. in American

and teach culturally responsive STEM curricula.

Studies from Stanford University. She is currently completing a Ph.D. in

Yvonne Thevenot is a Ph.D. student in Science Education at Columbia

Urban Education from the Graduate Center, The City University of New

Teachers College’s Mathematics, Science, & Technology department.

York. Kara is the author of several publications for and with teachers, as

She has a Master of Education, specializing in K-12 STEM Education

well as a co-founder of the numeracy blog www.numberstrings.com.

from the University of Southern California, and a Bachelor of Science in Computer Science obtained from the University of Dayton. Yvonne learned how to code when she was 11, and as a trained Computer Scientist and an educator, she leverages both fields of study in order to design STEM curriculum that is responsive to students’ multiple modes of learning and to students’ culture. Yvonne is also the Executive Director of STEM Kids NYC, which you can learn more about on their website: stemkidsnyc.org.

Designing Devices for Engineering Design: Columbia’s Hk Maker Lab Curriculum Facilitators: Michael Carapezza, MƒA Master Teacher Vince Joralemon, and MƒA Early Career Teacher Nathan Weber

 COMPUTER SCIENCE AND TECHNOLOGY

Have you ever wanted your students to engineer a tangible solution to a problem in their own lives? Then this is the course for you! In this course, teachers will be introduced to the Hk Maker Lab engineering design curriculum, will program and manipulate Arduino code to collect data from various sensors, use the engineering design process to identify problems and design devices to help address them, and discuss how they might integrate the engineering design process and Arduino-based devices into their own courses. This course will utilize Arduino microprocessors, breadboards, Arduino Software, AdaFruit Sensors, and Columbia’s Hk Maker Lab curriculum. By the end of the course, teachers will be comfortable using Arduino programs and sensors and integrating engineering design into their pre-existing curriculum. This course is for any teacher looking for an interactive way to introduce engineering design into their classroom. While physical science teachers might be the most eager to utilize devices in their classrooms, mathematics and life science teachers are encouraged and invited to join as well - there are innumerous applications for this process and no prior experience is required. Michael Carapezza is the Hk Maker Lab Program Coordinator. Michael graduated from Columbia University with a B.S. in biomedical engineering in 2013, focusing on medical imaging technology. After three years working in biomedical research laboratories, Michael joined the World Science Festival, where he managed their digital education initiative and produced their live science lecture series, World Science U. He joined Hk Maker Lab in 2016. Michael is passionate about science and engineering education and feels that hands-on learning and student-driven inquiry are the best ways to make STEM a meaningful part of a student’s education.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Mini-Courses Vince Joralemon is an MƒA Master Teacher and science teacher at Frank McCourt High School in Manhattan. Nathan Weber is an MƒA Early Career Teacher and science teacher at

Developing Proof-Like Reasoning in K-8 Classrooms Facilitators: MƒA Master Teachers Sophie Brady and Melissa Singer WEDNESDAYS, MAY 6, MAY 20, JUN 3 MƒA  MATHEMATICS

University Heights Secondary School in the Bronx.

Are you looking for authentic ways to support and

Developing Insights From Internal Data Facilitator: Lincoln Chandler, Ph.D. MONDAYS, MAR 23, APR 6, APR 20 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

In a Chicago area school that invests in student supports and celebrates diversity, less than 10% of students violate the code of conduct, yet Black students are three times as likely as White students to incur a violation. What do these statistics look like in your school and how can educators utilize the data to affect policy change? It is essential for educators to review their own school data to understand how seemingly innocuous policies, like a late arrival policy, might impact student experience within the school. In this mini-course, teachers will review examples of internal analyses of school data, discuss a framework for “data-driven” decision making, and surface barriers and strategies for effective use of data. Teachers of all levels and disciplines are welcome! Examples will be

extend your students’ mathematical reasoning? Then join this mini-course to learn how to incorporate more justifying, generalizing, and proof-like thinking into your elementary and middle school classrooms. Over three sessions, teachers will learn about proof through games, debates, and reasoning routines, be encouraged to try out these structures in their own classrooms, and share their findings with the group. This course is for all elementary and middle school mathematics teachers who are eager to learn how to use these structures to build more proof-like thinking in their classrooms. Sophie Brady is an MƒA Master Teacher and mathematics teacher at P.S. 008 Robert Fulton in Brooklyn. Melissa Singer is an MƒA Master Teacher and mathematics teacher at Brooklyn School of Inquiry in Brooklyn.

The Earth at Fault – What Does Seismology Teach Us? Facilitator: MƒA Senior Education Researcher John Russell, Ed.D. MONDAYS MAR 2, MAR 16, MAR 30

to bring examples of shareable data from their own

MƒA

practice.

 SCIENCE

Lincoln Chandler advises public and private sector leaders on

In 2017, North Korea tested a nuclear bomb and the

operations strategy, program evaluation, and data use. His work in

first people who knew about it were not politicians

elementary school district, and for the last several years, he has been

or news anchors, but seismologists! How did these

retained as a facilitator of a community-wide committee on school

seismologists know? By examining seismographs,

climate and culture. Lincoln holds masters and Ph.D. degrees in applied

scientists can uncover earthshaking events before they

mathematics from the MIT Operations Research Center, and a BS in

even happen. In this course, we will go beyond the P

Computer and Information Science from Florida A&M University. Prior

the Earth. We will do this by using some traditional techniques (hello stereonet!) and also by exploring publicly available information, all of which teachers can utilize in their own classrooms. This course is open to all Earth Science teachers as well as those eager to learn more about seismology. John Russell is the Senior Education Researcher at Math for America.

Earth Observations for Climate Resilience Facilitator: Christian Braneon, Ph.D. MONDAYS, FEB 24, MAR 9 MƒA  SCIENCE + PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.

Greenhouse gas emissions from human activity are not only projected to increase average global temperatures, but also the frequency of extreme weather events such as superstorms, heat waves, hurricanes, and flooding. These changes may cause severe ecosystem damage and have serious implications for human health. But how much devastation could these changes have, and why should we care? Quantifying their impact can help

provided for discussion, and teachers are encouraged

education began with his dissertation on performance gaps in an

as their current understanding of the structure of

to launching his own practice (Chandler Decision Services), he was a

and S wave arrival times to understand how scientists

consultant with McKinsey & Company and the Civic Consulting Alliance,

use seismographs and earthquakes to provide us with a

both in Chicago, IL.

wide variety of information including the repercussions

identify vulnerable populations, aid policymakers in

of fracking, the discovery of plate tectonics, as well 25

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Mini-Courses

advance our understanding of the universe at the most fundamental level, stimulating the breakthroughs that could transform our future. Perimeter also trains the next generation of physicists through innovative programs and shares the excitement and wonder of science

formulating preventive actions, and lead to a better

with students, teachers, and the general public.

quantify urban heat island intensity. We will also apply

Exploring the Hudson River Estuary Facilitators: Toland Kister and Tina Walsh

climate science to estimate climate change impacts on

THURSDAYS, MAY 7, MAY 14

public health from climate projections.

MƒA & OFFSITE

Christian Braneon is a scientist and civil engineer with over a decade of experience integrating climate projections into urban and regional planning. He has served as faculty at the Georgia Institute of Technology (Georgia Tech), Barnard College, and Huston-Tillotson University. Christian currently serves as a reviewer for the Journal of Hydrology as well as Urban Climate. He earned his B.S., M.S., and Ph.D. degrees in civil engineering from Georgia Tech. Christian also earned a B.S. in Applied Physics from Morehouse College.

Exploring Introductory Astronomy Facilitator: TBD TUESDAY, APRIL 28 THURSDAY, APRIL 30 MƒA

Tina Walsh is the Director of Education and Outreach for Hudson River Park in Manhattan. She oversees a wide range of programs rooted in hands-on science, stewardship, and research to make the River accessible as both a classroom and a laboratory. She aims to connect New Yorkers to the Hudson River Estuary and teach them to

future for all. In this mini-course, we will explore the urban heat island effect and use satellite data to

Animal Studies from New York University.

love it. Urban environmental education is a primary focus for Tina and she previously held positions with the Friends of Van Cortlandt Park, Center for the Urban River at Beczak, and the NYS Department of Environmental Conservation. She holds a B.A. in Biology and Chemistry from St. John’s University in Queens.

 SCIENCE + PLEASE NOTE: MAY 7 IS A DOE PARENT TEACHER CONFERENCE DATE FOR ELEMENTARY SCHOOLS AND K-8 SCHOOLS. MAY 14 IS A DOE PARENT TEACHER CONFERENCE DATE FOR MIDDLE SCHOOLS. SESSION ONE WILL TAKE PLACE AT MƒA AND SESSION TWO WILL TAKE PLACE OFFSITE AT THE RIVER PROJECT WETLAB.

Did you know that seahorses are native to NYC waterways? Have you ever wondered what makes the Hudson River green or if it’s safe to swim in its waters? In this course, we will dive into Hudson River ecology to answer these questions and more. In session one, teachers will learn how the health of the River is assessed, discuss the factors that affect water quality, analyze bacterial cultures from the Citizens’ Water

General Relativity: Of the Teachers, by the Teachers, for the Teachers Facilitators: MƒA Master Teachers David Deutsch and Seth Guiñals-Kupperman TUESDAYS, MAR 3, MAR 17, MAR 31 MƒA  SCIENCE

John Archibald Wheeler, the great physicist, described Einstein’s theory of general relativity by noting that “spacetime tells matter how to move; matter tells spacetime how to curve.” Might it also be said of teaching that “Student knowledge tells educators

 SCIENCE

Quality Testing Program, and explore online databanks.

+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE. BOTH SESSIONS WILL TAKE PLACE IN THE SAME WEEK.

In session two, teachers will visit the Hudson River

Do you want to incorporate more astronomy into

station in downtown Manhattan. Teachers will tour the

your earth science or physics class, or perhaps you’ve

lab, encounter a variety of local marine species, collect

been thinking about teaching an astronomy elective?

and analyze a live plankton sample, and learn how

If so, this course is for you! Join us as we explore

schools can assist in the environmental restoration of

the cosmos and discuss innovative ways to teach

native oysters. Throughout the course, teachers will

astronomy in an introductory physics, astronomy,

discuss applicable curricula and ways they can engage

or physical science course. Over the course of two

their students in citizen science by incorporating local

sessions, and through multiple hands-on activities,

fieldwork and restoration into their lessons. This course

teachers will estimate the age of the universe and

is ideal for environmental science and biology teachers

consider its expansion, explore the question of

of all grade levels.

whether the stars we see are actually “there,” learn how

Toland Kister, Environmental Educator at Hudson River Park, leads

NASA detects exoplanets, and discuss if life on these

environmental education programs focusing on the ecology of the

Seth Guiñals-Kuperman is an MƒA Master Teacher and science teacher

planets is possible. A variety of classroom-ready and

Hudson River. He also works to operate the Wetlab as well as the

at The Brooklyn Latin School in Brooklyn.

NGSS-aligned resources will be shared.

Wetlab’s 3,500 gallon flow-through aquarium system that holds native

This course will be facilitated by a researcher from the Perimeter

into engaging hands-on programs for students and educators. He has

Institute. Perimeter Institute is a leading center for scientific research,

previously worked with the Pennsylvania Department of Conservation

training, and educational outreach in foundational theoretical physics.

and Natural Resources and holds a B.A. in Environmental Science and

Park’s River Project Wetlab, a marine science field

how to teach; teaching methodologies bend student knowledge?” In this course, aimed primarily at physics teachers and physics enthusiasts, teachers will come to personally own the mathematics of general relativity by working with and presenting problems from Thomas Moore’s A General Relativity Workbook. Teachers will collaborate to tackle what, for many, is new content and explore the methodologies by which they teach that content; sharing triumphs and setbacks along the way, and reflecting on both the learning experience as well as the teacher experience. David Deutsch is an MƒA Master Teacher and science teacher at Manhattan Center for Science and Mathematics in Manhattan.

Hudson River species. Toland strives to incorporate these experiences

Founded in 1999 in Waterloo, Ontario, Canada, its mission is to

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Mini-Courses Getting Cheesy: Microbial Analysis of Cheese Facilitator: Odaelys Walwyn-Pollard, Ph.D. WEDNESDAYS, MAR 4, MAR 11, MAR 18, MAR 25 MƒA

Hard Conversations on Race and Equity Part II: Support for Teacher Leaders Facilitator: Lindsey Charles

Hydroponics: STEM Meets Sustainability Facilitators: MƒA Master Teachers Shakira Provasoli and JoEllen Schuleman

MONDAYS, MAY 4, MAY 18, JUN 1

TUESDAYS FEB 25, MAR 10, MAR 24

MƒA

MƒA & OFFSITE

 INQUIRY, PRACTICE, AND LEADERSHIP

 SCIENCE

+ PLEASE NOTE: THIS COURSE IS OPEN TO TEACHERS WHO HAVE PARTICIPATED IN HARD CONVERSATIONS PART I.

+ PLEASE NOTE: SESSION ONE WILL TAKE PLACE AT MƒA AND SESSIONS TWO AND THREE WILL TAKE PLACE OFFSITE AT P.S. 199 AND P.S. 333.

 SCIENCE

Have you participated in the Hard Conversations on

+ PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE. SESSION ONE WILL TAKE PLACE AT MURRAY’S CHEESE IN LIC. SESSIONS TWO THROUGH FOUR WILL TAKE PLACE AT ROCKEFELLER UNIVERSITY.

Race and Equity mini-course in previous semesters,

Have you ever wondered what makes cheese so

will allow us to deepen our discussions on equity and

delicious? In this course, we will answer this question

race while continuing to build community with other

and learn about the complex microbial communities

MƒA teachers who want to engage in this work. We

responsible for the diverse flavor profiles of cheese.

will participate in new activities and conversations

Teachers will also learn how to use these robust

that range from low-risk to high-risk, continue to

ecosystems to understand microbial interaction by

challenge our own bias and privilege, and keep on

culturing and sequencing these cheese microbes.

developing our skills in leading hard conversations

Teachers will begin their four-cheese course with a

on race and equity with school colleagues who are

tour of the cheese cave at Murray’s Cheese in Long

just entering, resistant, and/or most impacted by

Island City. In addition to the tour, there will be a

oppression. Some of the topics covered will be affinity

tasting and literature review of cheese microbial

groups, working with resistant staff, and how to apply

communities. In subsequent sessions, teachers will

this work to our school communities. This course is a

learn how to culture cheese microbes, isolate and

great opportunity to share space and resources with

sequence microbial DNA, and utilize bioinformatics

colleagues who are taking the lead in facilitating these

platforms for identifying these microbial species. This

crucial conversations around equity, racial justice, and

course is suitable for high school science teachers who

anti-oppression work in our schools and professional

are interested in teaching students about fermentation,

communities.

microbiology, and molecular biology.

Lindsey Charles is a consultant for Vision Change Win where she works

Odaelys Walwyn-Pollard works with RockEDU, Rockefeller University’s

with clients on a variety of issues, including conflict resolution and

Science Outreach Program, as a scientist/educator who’s passionate

mediation, restorative practice policies and protocols, diversity and

about teaching and mentoring students in ways that can foster their

inclusion strategies, and physical and verbal de-escalation. She is a

appreciation for science. She’s an experienced high school and college

licensed social worker and a certified health coach with over 10 years

educator with a background in microbiology/immunology and is

of non-profit experience. She is also the Associate Director of Support

interested in conducting research using the foods we love.

Services at FEGS (Federation Employment Guidance Services) where

and would like to continue the conversation? If so, join us for Hard Conversations Part II. This mini-course

she supports 13 teachers in the NYCDOE with trainings, technical assistance, and innovative protocols to more effectively work with young people.

Would you like to learn more about how to develop urban farms and utilize them to create transformative learning experiences for your students? During this mini-course, teachers will have the opportunity to visit two hydroponics classrooms and not only learn about the systems themselves, but also how they are being used to push STEM curriculum to provide authentic experiences in urban farming. Additionally, teachers will have the opportunity to learn from and speak with a variety of experts from New York Sun Works, an organization dedicated to building hydroponic labs in NYC schools. Whether you are looking to install a hydroponic lab or just want to know more about how indoor farming can be leveraged in the classroom, you will walk away with new lessons and ideas for engaging students in sustainability, engineering, problemsolving, and delicious science. Shakira Provasoli is an MƒA Master Teacher and science teacher at P.S. 333 Manhattan School for Children in Manhattan. JoEllen Schuleman is an MƒA Master Teacher and science teacher at P.S. 199 Jessie Isador Straus in Manhattan.

An Introduction to Boolean Algebra and Circuit Optimization Facilitator: MƒA Master Teacher Jeffrey Reeder MONDAYS, FEB 10, FEB 24, MAR 16 MƒA  MATHEMATICS

Did you know that 1 + 1 = 1? Well, not always, but in the world of Boolean Algebra, it’s true! Boolean Algebra is the mathematical basis for modern computing. In addition to its importance in computing, Boolean Algebra has fascinating implications in logic. This interactive mini-course will start with the basics, such

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Mini-Courses

Introduction to Python Facilitators: MƒA Master Teachers Renne Castro and Andrew O’Grady TUESDAYS, MAY 5, MAY 19, JUN 2, JUN 9

as operators and how Boolean functions work. We will

MƒA

then learn how to turn those functions into circuits.

 COMPUTER SCIENCE AND TECHNOLOGY

Finally, we will use our knowledge to explore one of

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

the fundamental applications of Boolean Algebra: circuit optimization! Throughout the course, we will also look at the interplay between logic and Boolean Algebra. The course requires no prior knowledge and is accessible to all. Jeffrey Reeder is an MƒA Master Teacher and mathematics teacher at NYC iSchool in Manhattan.

Introduction to Coding With p5.js Facilitators: MƒA Master Teachers Matthew Carlberg, Emily Fields, and Michael Zitolo TUESDAYS, MAR 3, MAR 17, MAR 24 MƒA  COMPUTER SCIENCE AND TECHNOLOGY + PLEASE NOTE: PRIOR PROGRAMMING EXPERIENCE IS NOT REQUIRED.

Python is a computer language that is easy to learn and teach. It’s used by many professional programmers and is known for its readability. There is also an incredible amount of online support through the Python Software Foundation (PSF). While this course is for computer science teachers who are interested in learning how to teach a course or unit in Python, other STEM teachers who wish to learn Python are also welcome to attend! During this workshop, teachers will learn concepts in Python through lessons and exercises, explore online resources available to the Python community, and walk away with ideas for scalable Python projects. There is no prerequisite knowledge for this course, just an interest in learning programming. Renne Castro is an MƒA Master Teacher and computer science teacher

p5.js is a powerful JavaScript library that is easy to

at Bayside High School in Queens.

learn, versatile, and free to use. With it, one can create

Andrew O’Grady is an MƒA Master Teacher and mathematics teacher at

visual art, games, simulations, interactive quizzes,

Bronx Early College Academy for Teaching & Learning in the Bronx.

but purposeful programs. At first, we’ll explore how to make visual art using shapes, colors, images, and texts. Then we’ll move onto making things move and developing interactive components in our simulations. Lastly, we’ll learn how to use the essentials of HTML and CSS to design programs that are more aesthetically

An Introduction to Three Dimensional Science Teaching and Learning Facilitators: David Randle, Ph.D., and MƒA Senior Education Researcher John Russell, Ed.D.

analyze and better understand these new standards. Teachers will do this while also putting on their student three dimensions of NGSS: the disciplinary core ideas, crosscutting concepts, and science and engineering practices. Together, teachers will prepare their classrooms in advance of, and not in reaction to, the new standards. This course is open to all science

MƒA

teachers but is specifically designed for those who are

 SCIENCE

teacher at Bard High School Early College Queens in Queens. Emily Fields is an MƒA Master Teacher and computer science teacher at

As teachers, we are the critical link between standards

Young Women’s Leadership School, Astoria in Queens.

and students. The recommendations of the Framework

Michael Zitolo is an MƒA Master Teacher and science teacher at Bard

for K-12 Science Education and NGSS, which have

High School Early College in Manhattan.

shaped the New York State Science Learning Standards,

Matthew Carlberg is an MƒA Master Teacher and computer science

grounded in newly developed curriculum, in order to

TUESDAYS, FEB 11, FEB 25, MAR 10

+ PLEASE NOTE: THIS COURSE IS A COLLABORATION WITH SEMINARS ON SCIENCE, AMNH’S ONLINE PROFESSIONAL LEARNING FORUM, AND THERE WILL BE A REQUIRED ONLINE ASSIGNMENT DUE BY MAR 10. THERE IS NO IN-PERSON MEETING ON MAR 10.

pleasing and dynamic.

by the American Museum of Natural History, and

hats to experience instruction that intertwines the

and much more. In this mini-course, we will learn the basics of coding with p5.js as we develop simple

teachers will explore an online module developed

just beginning the NGSS learning process. David Randle joined the American Museum of Natural History’s Education Department after a 15-year career as a science teacher in New York City public schools. He is currently the Senior Manager of Professional Development and works on programs for teachers through Seminars on Science, the Museum’s online graduate-level professional development program, and in face-to-face programs through the Museum’s Gottesman Center for Science Teaching and Learning. He is also faculty in the Museum’s Masters of Arts in Earth Science program. John Russell is the Senior Education Researcher at Math for America.

place the focus less on inquiry, and more on sensemaking. But what does that mean? In this mini-course, 28

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Mini-Courses

A KenKen Meditation and Exploration Facilitators: MƒA Master Teachers Aaron Kaswell and Michael Paoli WEDNESDAYS, MAY 6, MAY 20, JUN 3

Investigating Coral Bleaching Using Real Data Facilitators: Adriana Aquino, Ph.D., and MƒA Program Officer for Professional Development Uzma Shah

MƒA  MATHEMATICS

activities and associated theories each week, before generalizing the activities and leaning into an epistemic framework that promotes deep connections between science and art. Mark Rosin is an associate professor of physics at the Pratt Institute of Art and Design, and Director of Guerilla Science, a science and art

KenKen is an amazing mathematics and logic puzzle

education organization that takes interactive science events to music

MONDAYS, FEB 24, MAR 16

that was developed twenty years ago by renowned

festivals around the world. Mark received his Ph.D. in theoretical physics

MƒA

Japanese teacher and puzzle-master, Tetsuya

from the University of Cambridge.

 SCIENCE

Miyamoto. It is now published daily in the New York

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

Times next to the crossword puzzle. KenKen is a fun

Coral reefs are one of the most diverse ecosystems

way to learn arithmetic and logic skills as well as core

on the planet. In fact, the livelihood of one in fifteen

habits of mind such as resilience, persistence, and

people depends on them. However, corals are also the

curiosity. We will incorporate long stretches of quiet

canary in the coal mine with half of coral reefs being

for solving puzzle sets hand-made by the creator,

lost in the past three decades. In this mini-course,

Miyamoto Sensei. We will also explore the mathematics

Everyone agrees that it’s important to have good

teachers will learn about corals and their primary

behind the puzzles, discuss effective pedagogy, and

relationships with students, but building and

threats and will engage in a data-driven investigation,

finally, create some KenKens of our own.

nurturing these relationships is easier said than done.

aligned to the NGSS crosscutting concepts.

Aaron Kaswell is an MƒA Master Teacher and mathematics teacher at

Specifically, we will look at how the study of coral

J.H.S. 088 Peter Rouget in Brooklyn.

bleaching can provide students with opportunities to

Michael Paoli is an MƒA Master Teacher and mathematics at Ella Baker

explore patterns. In session one, teachers will learn

School in Manhattan.

phenomenon of coral bleaching, they will learn about and apply to a small dataset, a method for predicting the likelihood of coral bleaching around the globe.

Light and Art: Full STEAM Ahead Facilitator: Mark Rosin, Ph.D.

often focuses on tips and tricks rather than on the underlying moral commitments that drive teachers’ daily work. So how does relational work intertwine work? How do teachers navigate the intricate power dynamics involved in relational work? And while we

MƒA

it do for teachers? This mini-course will share findings

temporal and spatial patterns of global coral bleaching,

Recent initiatives like STE(A)M have popularized the

by analyzing and interpreting geographic data, both

dynamic interplay between science and art, and

on the likelihood of bleaching and reports of actual

research shows that, when done well, it can build

bleaching events during the past thirty years.

transdisciplinary skills, encourage student-centered

Adriana Aquino is a Senior Science Content Specialist for Teacher

immersive learning, and broaden participation. In this

Professional Development at the American Museum of Natural History’s

hands-on mini-course, we will look at how the physics

Education Division. Adriana is also an ichthyologist, and as such she

and biology of light and art shape contemporary

for America.

Furthermore, guidance on relationship-building

know relational work matters for students—what does

During the second session, teachers will investigate the

Uzma Shah is a Program Officer for Professional Development at Math

 MATHEMATICS

MONDAYS, MAR 23, APR 6, APR 20  INQUIRY, PRACTICE, AND LEADERSHIP

does research on the diversity of armored catfishes.

WEDNESDAYS, APR 29, MAY 20, JUN 3 MƒA

with our mathematical, pedagogical, and ethical

about the biology of corals and their role as reefbuilding organisms. After being introduced to the

Making Sense of Relational Work in Mathematics Facilitator: Grace A. Chen

from a study of skilled veteran mathematics teachers and also create a space for teachers to reflect on their own theories and practices of relational work as they explore questions and tensions about this work through structured exercises and open conversations. This course is open to all K-12 mathematics teachers. Grace A. Chen is a doctoral candidate in the Department of Teaching and Learning at Vanderbilt University. A former high school mathematics teacher, she studies how, why, and what mathematics teachers learn

culture. We will see how pointillism, the resurrection of

about race, power, and equity, with particular interests in ethics,

Tupac at Coachella music festival, and many cinematic

identity, and affect.

special effects all rely on basic optical phenomena that can be simply and inexpensively recreated and explored in interactive classroom experiences. This example-led course, suitable for teachers of both physics and biology, will cover a number of classroom

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Mini-Courses Nuclear Weapons: Science, Policy, and Human Dimension Facilitator: Ivana Nikolic Hughes, Ph.D. THURSDAYS FEB 13, FEB 27, MAR 12 MƒA  SCIENCE

Nuclear weapons arguably represent one of humanity’s greatest threats. And yet, students are often unaware of the basic facts, such as how many nuclear weapons exist in the world, how powerful they are, and why they represent such a threat. In this mini-course, teachers will learn some of the science and history behind nuclear weapons, simulate nuclear stockpile reduction negotiations (modeled after the prisoner’s dilemma), and discuss the nuclear legacy of the Marshall Islands (the US nuclear testing ground in the 1940s and 1950s). Teachers will also use the topic of nuclear weapons as a context for building and practicing several key scientific habits of mind: developing a sense of scale, making order of magnitude estimates, reading graphs (including log scales), calculating probabilities, and determining statistical significance through numerous

Population Biology by Birding the Concrete Jungle Facilitator: MƒA Master Teacher Jordan Wolf TUESDAYS APR 28, MAY 12, MAY 26

understand what is happening in the avian world: eBird and iNaturalist. Jordan Wolf is an MƒA Master Teacher and science teacher at Flushing International High School in Queens.

MƒA  SCIENCE

Restorative and Transformative Practices Facilitators: MƒA Master Teachers Sage Forbes-Gray and Jamie Munkatchy

active learning exercises. Teachers will walk away from

Are you looking for real data sets your students

this course with several tools for making their science

can explore? Are you interested in students gaining

lessons relevant to their students. All teachers are

first-hand experience within a functional, thriving

THURSDAYS, FEB 27, MAR 12, MAR 26

welcome, however, chemistry and physics teachers

ecosystem? Then, look no further than out your

MƒA

may find the content and resources most helpful.

window! Birds are all around us, even in this highly

 INQUIRY, PRACTICE, AND LEADERSHIP

Ivana Nikolic Hughes is the Director of the K=1 Project, Center for

developed city - and with surprising diversity! If you

Nuclear Studies, Director of Frontiers of Science, a science course

can tell a pigeon from a starling, you’re halfway to

+ PLEASE NOTE: MAR 12 IS A DOE PARENT TEACHER CONFERENCE DATE FOR MIDDLE SCHOOLS AND DISTRICT 75 PROGRAMS.

required of all Columbia College freshmen, and a Senior Lecturer in

being able to do species counts and population studies

Discipline in the Department of Chemistry at Columbia University. She

of the feathered organisms all around you. In session

graduated from Caltech in 1999 with a B.S. in chemical engineering with Honors and earned her Ph.D. from Stanford University in 2005, working

one, we will conduct activities that teach students

in the Department of Biochemistry as an American Heart Association

and teachers alike how to be better bird identifiers.

Fellow.

In session two, we will go outside and collect real bird and environmental data which students can use to conduct their own population studies. In session three, we will dive into the tools that citizen scientists contribute to and professional scientists use to better

Do you have a passion for social justice, supporting student leadership, and facilitating conflict resolution? In this course, we will examine how restorative and transformative practices can empower students to take ownership of their experiences in the classroom. In the first session, we will look at how to create community in your classroom and your school using pedagogical approaches and activities that develop socio-emotional awareness. The second session

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Mini-Courses

ElevatED Learning Services was co-founded and is co-run by Daria Witt and Michael Soet. They have over forty years of combined experience in education and twenty years of combined experience in professional development. Daria has spent the bulk of her career

will focus on building community and relationships through the use of circles. And in the final session, we

working with teachers and immigrant students in various capacities in the Internationals Network for Public Schools in New York, a non-profit

Solving the Problematic - Exploring Our Actual Messy World With Mathematics Facilitator: MƒA Master Teacher Emeritus Carl Oliver THURSDAYS, APR 23, MAY 7 MƒA

organization whose mission is to create, network, and improve schools

will discuss school-wide implementation and support.

 MATHEMATICS

for recent immigrant students. Daria was the founding Director of

All teachers are welcome in this mini-course regardless

Professional Development for the Internationals Network for Public

of their experience with restorative and transformative

Schools, serving in that position for eleven years. Daria received her

+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE. MAY 7 IS A DOE PARENT TEACHER CONFERENCE DATE FOR ELEMENTARY SCHOOLS AND K-8 SCHOOLS.

practices. We will meet teachers where they are to expand and improve existing school-wide restorative

B.A. in Social Anthropology from Harvard University and an M.A. in Education from Stanford University. She is fluent in French and Spanish and conversant in Italian.

Sunset Park High School in Brooklyn. Jamie Munkatchy is an MƒA Master Teacher and science teacher at The James Baldwin School, A School for Expeditionary Learning in Manhattan.

Scaffolds and Supports in the ALL-ED Classroom Facilitator: Rhonda Bondie, Ph.D. FRIDAYS, APR 24, MAY 15 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

Scaffolding Mathematics for English Language Learners Facilitator: Daria Witt WEDNESDAYS, APR 29, MAY 13, MAY 27 MƒA  MATHEMATICS

Scaffolding refers to the variety of strategies teachers employ to make difficult and complex tasks more accessible to their students. In this mini-course, we’ll explore a wide array of scaffolds necessary for providing English Language Learners entry points into several different kinds of mathematics classroom activities. Chunking, activating schema, modeling, and visuals are just some of the key supports that can help

they applying it to the world they actually live in? Let’s use mathematics to explore systems from our

justice initiatives or to help get new programs started. Sage Forbes-Gray is an MƒA Master Teacher and mathematics teacher at

Modeling helps students apply mathematics, but are

+ PLEASE NOTE: THIS COURSE IS FOR TEACHERS WHO HAVE TAKEN ALL-ED MINI-COURSES IN THE PAST. IF YOU ARE NEW TO ALL-ED, PLEASE REGISTER FOR ALL-ED IS BACK! THIS IS A TWO SESSION MINI-COURSE.

How might we help students in a way that fosters student autonomy and furthers learning in inclusive classrooms? This mini-course will introduce teachers to the types of help a teacher can provide and examines a variety of approaches to offering that help. We will use existing classroom tools and create new help resources such as scaffolds, supports, and extensions to ensure tasks are both accessible and rigorous for learners with diverse needs. Rhonda Bondie is a lecturer on education in special education for the Harvard Teacher Fellows program, and the Director of Professional Learning at the Harvard Graduate School of Education. She enjoyed

world, even the messy ones, and delve into how to help students look at these things with empathy. If we can achieve this, we can empower students to solve problems in their communities - with mathematics! We will pull ideas from tested examples, find topics that are relevant for our students, and discuss best practices and guidelines for designing our own routines, lessons, and projects. Carl Oliver is an MƒA Master Teacher Emeritus and mathematics teacher at High School M560 - City As School in Manhattan.

Spectroscopy in the Classroom - Unlocking Light’s Secrets Facilitators: MƒA Master Teachers David Deutsch and Alia Jackson MONDAYS MAY 4, MAY 18 MƒA  SCIENCE + PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE. PRECEDING IT, WE WILL ALSO BE HOSTING AN MƒADVENTURE TO MADISON SQUARE PARK TO LOOK AT THE STARS. JOIN US IF YOU CAN!

a student learning English transition from a learner

being a classroom teacher and administrator in public schools for over

who doesn’t know how to begin a task to one who is

twenty years. Rhonda has served on the faculty of Project Zero for many

What mysteries can the light all around us reveal?

years developing an expertise in Teaching for Understanding, Making

Whether in the classroom or from the sky, light has

able to fully participate with their peers, even in the heterogeneous classroom. Teachers will explore the

Thinking Visible, and Multiple Intelligences.

a story to tell, and spectral analysis offers a powerful

“amplification” structures that help students concretize

opportunity to engage with that story. In this course,

their understanding of core mathematics concepts

we will encounter phenomena of interest in the

and examine strategies for language development in

chemistry, physics, and earth science classroom or

the mathematics classroom, including conversation

anywhere that curiosity strikes. In session one, we will

frames that enable academic discussions and effective

explore readily available light sources and spectral

explanations of student work. All mathematics teachers

tubes using diffraction gratings and the R-Spec

are encouraged to attend.

Explorer system. During session two, we will analyze

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Mini-Courses

education. Zakhia holds a B.A. in Geology from George Washington University and an M.S. in Geology from Bowling Green State University. Vielca Anglin is an MƒA Master Teacher and science teacher at High School M560 - City As School in Manhattan.

astronomical images (perhaps captured using MƒA telescopes!) and learn about the processing software. David Deutsch is an MƒA Master Teacher and science teacher at Manhattan Center for Science and Mathematics in Manhattan. Alia Jackson is an MƒA Master Teacher and science teacher at Curtis High School on Staten Island.

MONDAYS, MAR 23, APR 6, APR 20 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

MONDAYS, MAY 4, MAY 18, JUN 1 MƒA

Talk Less, Smile More: Debate and Discussion in STEM Facilitators: MƒA Master Teachers Matt Baker and Devin Sprague TUESDAYS, MAR 3, MAR 17, MAR 31 MƒA

Sustainable Design in the STEM Classroom Facilitators: Zakhia Grant and MƒA Master Teacher Vielca Anglin

Teacher, Know Thyself: Racially-Literate Behavioral Support for Educators Facilitator: Pamela Jones

 INQUIRY, PRACTICE, AND LEADERSHIP

Are you interested in reducing your own talk time and increasing student talk? Do you want to know how students are thinking through problems? Would you like to see and hear your students reason through and defend their arguments? In this mini-course, we will

 INQUIRY, PRACTICE, AND LEADERSHIP

We know that “schools are places of racialization” (Patel, 2015) where acts of symbolic and actual violence are incited disproportionately in the lives of Black and Brown students daily. Together we will explore these issues and more. In the first session, teachers engage in what Sealey-Ruiz (n.d.) calls the archaeology of the self by “thinking deeply about how these issues live in you.” In the second session, teachers will apply the framework of the 4 I’s of oppression (i.e., the institutional, ideological, internal, and interpersonal) to real-world classroom scenarios

How might we utilize problem-based learning (PBL)

explore a variety of structures and techniques that

to engage students in meaningful, student-driven,

can be implemented in any classroom to help create

sustainability-related learning and inspire future

what Harvard educator Ron Ritchhart calls a culture

change-makers? In this mini-course, we will explore

of thinking, where reasoning and arguments are

how EcoRise curriculum, resources, and Eco-Audit

visible and valued. Drawing from multiple sources and

grant funds can be used to engage K-12 students in

experiences, we will immerse ourselves in activities

environmental literacy, scientific inquiry, and 21st

that promote student discussion and debate in and

century skills. Throughout the three sessions, teachers

about both mathematics and science. Over the

will learn how the student-driven Eco-Audit Grant

course of three sessions, we will explore methods for

process empowers students to solve real-world

increasing student talk, develop student to student

environmental issues on their campus and in their

conversations, and get students on their feet excitedly

community, and they will engage in hands-on activities

debating mathematics problems and scientific ideas.

specialist for grades K and one, and as a third and fifth grade classroom

and facilitated group dialogue to experience EcoRise’s

Time will be given during each session to assess

teacher. Pam earned a Master in Public Administration from Columbia

NGSS-aligned Sustainable Intelligence curriculum.

and evaluate the various ideas and develop ways of

University and her Master of Science in Education from Bank Street

By the end of the course, teachers will use EcoRise’s

implementing appropriate structures into your own

Design Studio curricula (tailored to meet their content

classroom.

needs) to empower their students to identify specific

and engage in activities designed to assess the impact of racial bias within school discipline policies (Bell, n.d.; Lyiscott, 2019). The final session of the mini-course will invite teachers to move racial literacy (Stevenson, 2014) from theory to practice by applying their growing knowledge-base and skillset to their classroom spaces and behavioral systems. With tangible “beginning again plans” in hand, teachers will have a roadmap for reimagining their classroom spaces as sites of justice. 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

College of Education. Pam is pursuing her doctorate in literacy at New York University.

Matt Baker is an MƒA Master Teacher and mathematics teacher at The

campus-based challenges and design feasible,

Brooklyn Latin School in Brooklyn.

impactful, place-based solutions.

Devin Sprague is an MƒA Master Teacher and science teacher at Edward

Zakhia Grant is the Northeast Program Manager for EcoRise and

R. Murrow High School in Brooklyn.

provides professional development to K-12 teachers participating in the Sustainable Intelligence Program in New York, New Jersey, and Massachusetts. She is a geologist and a LEED Green Associate and brings with her more than a decade of experience teaching science and sustainability at both the high school and collegiate levels in NYC. She is passionate about equity and justice in sustainability and environmental

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Mini-Courses Think With Your Hands: Innovation in the Classroom With LEGO® Serious Play® Facilitator: Heidi Brant

Universal Design for Learning: Removing Barriers and Creating Equitable Spaces Facilitators: Hannah Habte and Barry Rust TUESDAYS, APR 28, MAY 12, MAY 26 MƒA

Urban Ecology and Foraging Facilitators: Zaac Chaves and MƒA Master Teachers Isabelle Giannella and Justine Thomas MONDAYS, MAY 11, MAY 18 MƒA & OFFSITE

 INQUIRY, PRACTICE, AND LEADERSHIP

 SCIENCE

WEDNESDAYS, MAY 6, MAY 20, JUN 3

Our classrooms are filled with students from different

MƒA

backgrounds, who approach the world from different

+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE. SESSION ONE WILL TAKE PLACE AT MƒA AND SESSION TWO WILL TAKE PLACE OFFSITE IN CENTRAL PARK.

perspectives, and possess different strengths. How do

Join us for an urban ecological study of bewildering

we develop equitable classroom communities where

and oft-missed nature within the city. In the first

understanding our own biases allows us to create

session, teachers will build background knowledge,

access for all learners? In this mini-course, teachers

explore strategies and protocols they can use

will understand how Universal Design for Learning

with their students, familiarize themselves with

(UDL) can be a framework for designing equitable

iNaturalist, a mobile application tool for recording

and responsive classrooms that meet the needs of

ecological observations and identifications, and

all of our learners. This will be achieved through

make connections to how foraging fieldwork can

1) understanding the role of identity and how our

be used to teach urban ecology. In the second

identities and biases impact the decisions we make in

session, teachers will be led by expert forager, Zaac

our practice, classroom management, and curriculum

Chaves, on a field identification and ecology tour of

planning 2) recognizing the role of representation in

Central Park, focusing on invasive species and edible

STEM classrooms and a foundational understanding of

plants. This course is for teachers who want to share

UDL as a means of creating equitable classrooms, and

the fascination, excitement, and beauty of local

3) deepening one’s understanding of UDL in practice

ecosystems with their students.

 INQUIRY, PRACTICE, AND LEADERSHIP

The LEGO Serious Play methodology is designed to actively immerse every teacher in the process while embracing a “leaning forward” approach, where everyone contributes. The bricks are used as a medium to build and share ideas through storytelling and metaphors. The method is inclusive, adaptable, and can be utilized in many types of situations to solve complex problems. In this mini-course, you will learn how to use the LEGO Serious Play method to create a learning experience that is more efficient, more memorable, more enjoyable, and engages ALL students from start to finish. In the first session, teachers will be introduced to the LEGO Serious Play method and materials. In the second session, teachers will participate in ashared building challenge to improve collaboration and storytelling. In the third session, w e will use the LEGO Serious Play method to address current challenges in the classroom.

and its implications for teachers’ own classrooms and communities.

Zaac Chaves currently serves as a chief administrator with the Boston Mycological Club. Often turned to for field expertise regarding fungi,

Hannah Habte is a facilitator for Roots ConnectED, and currently

Zaac Chaves guides people through realms in which details matter

teaches fourth grade at Community Roots, its learning site, where she

immensely.

also serves as a member of the Anti-Bias Education Collective. She has

Isabelle Giannella is an MƒA Master Teacher and science teacher at West

Heidi Brant is certified by the Association of Master Trainers in the

been an educator for seven years and has developed math curriculum,

End Secondary School in Manhattan.

Facilitation of the LEGO Serious Play method and materials. For over 10

worked as a math coach, and currently serves on the Educator

years, Heidi worked for the LEGO Group as a creative digital producer

Leadership Council for the EF+ Math program.

and experience design strategist, developing innovative and engaging content for children and their families. Heidi is a graduate of NYU’s Interactive Telecommunications Program where her coursework focused on storytelling and interactive installations. In addition, she received a B.A. in Psychology, Magna Cum Laude, from Brown University. She is the co-founder of Human Things, an innovation design practice, and currently teaches courses in Design Research at NYU.

Justine Thomas is an MƒA Master Teacher and science teacher at Washington Heights Expeditionary Learning School in Manhattan.

Barry Rust has been the Math Coach at Community Roots, the learning site for Roots ConnectED, for the past seven years. He has facilitated workshops, lesson studies, and study groups on a range of topics as a math coach and member of the staff Inclusive Practices Group, as well as in his capacity as a member of the Math Collective. Barry has an M.S. in Early Childhood Education and Literacy from Bank Street College of Education, and he is currently working towards a second Masters in Math Leadership from Bank Street.

Using Mathematical “Magic” to Engage Students in Mathematics Facilitators: MƒA Master Teachers Michael Riccardo and Scott Schwartz WEDNESDAYS, FEB 26, MAR 11, MAR 25 MƒA  MATHEMATICS

One of the ways in which the beauty of mathematics can be illuminated is through “tricks” and puzzles. In this mini-course, we’ll explore mathematical “magic” as 33

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Mini-Courses

and then in session two, teachers will work in small

Po-Shen Loh is a social entrepreneur, working across the full spectrum

groups to explore several activities related to historical

of mathematics and education, all around the world. He is the founder

and current memory research. We will conclude by a way to engage students in the beauty of mathematics while at the same time learning the concepts needed for mastering the Regents exam. The first session will focus on easy to follow mathematical tricks, which will engage all types of students. In the following sessions, we will increase the level of mathematical difficulty and ultimately open it up for teachers in the course to bring in their own tricks and puzzles. In each session, we’ll begin by interacting with the trick or puzzle, consider the mathematical structures at play, and then form generalizations, proving why they work.

school math curriculum with a focus on creative thinking. He is also a

practice for our students’ learning. While we will be

math professor at Carnegie Mellon University and the national coach of

learning about biological phenomena, ultimately we

the USA International Mathematical Olympiad team.

will dive into deep discussions around learning and memory and the impacts on our own classrooms. As such, all teachers, regardless of scientific background, are welcome to attend. Disan Davis works with Rockefeller University’s Science Outreach Program where she creates neuroscience educational materials for high school students and runs teacher professional development sessions which draw on her experiences in the lab and the classroom. Jeanne Garbarino is the Director of RockEDU Science Outreach at The Rockefeller University, where she works to promote and support

are not limited to, probability, number systems, and

science outreach within the scientific community, open channels for

algebra. When students become engaged in the “why”

community members to develop an appreciation for science as a human

mathematical amazement.

supported by his series of online math courses that reinvent the middle

reflecting on what the neuroscience suggests is best

The mathematics topics we will uncover, include, but

behind a trick, they are sure to leave with a sense of

of the free personalized learning platform expii.com, a social enterprise

endeavor, and to provide equitable access to scientific resources and opportunities that genuinely reflect the process of science. Jeanne is formally trained as a lipid biochemist, earning her Ph.D. in metabolic

Michael Riccardo and Scott Schwartz are MƒA Master Teachers and

biology from Columbia University, then conducting postdoctoral

mathematics teachers at Bayside High School in Queens.

studies on cholesterol transport at Rockefeller. Stephanie Kadison is an MƒA Master Teacher and science teacher at Bard

Where the @&#$ Are My Keys? Facilitators: Disan Davis, Ph.D., Jeanne Garbarino, Ph.D., and MƒA Master Teacher Stephanie Kadison, Ph.D. MONDAYS MAR 2, MAR 16, MAR 30 MƒA  SCIENCE

High School Early College in Queens.

Why Matrices? Facilitator: Po-Shen Loh, Ph.D. TUESDAYS, MAR 24, APR 7, APR 21 MƒA  MATHEMATICS

You can picture your keys in your head, but where

Matrices can seem like mysterious objects. Why is

exactly did you put them? You have three minutes

the formula for matrix multiplication so strange?

to catch the train, but need your keys to lock up

Are they good for anything besides solving systems

before leaving! The pressure is on. WHERE ARE

of equations? And why is the determinant so

THEY? We’ve all been there. Whether it’s losing your

complicated? In this mini-course, we will discuss these

keys or waiting for that piece of information on the

topics and more as we explore the many reasons

“tip of your tongue,” forming, storing, and retrieving

students should care about these interesting arrays. We

memories is a critical component of human evolution

will explore the various problems that can be solved

and survival. This adaptive human quality allows us

using matrices-including those that at first glance have

to reflect on, engage with, and respond to an ever-

nothing to do with matrices-as well as discuss the

changing environment. It is also central to learning. We

larger theory of matrices themselves.

will begin with an overview of memory and the brain,

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Extended Length Courses Extended length courses are a series of six to eight connected workshops that meet throughout a semester or school year. Experts from outside academic institutions and from the MƒA Master Teacher community engage MƒA teachers in topics at the cutting edge of their content area and/or pedagogical practice.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Extended Length Courses Inquiry to Action: An Interdisciplinary, PlaceBased Approach to Eco-Literacy Facilitators: Victoria Garufi and Lisa Mechalay WEDNESDAYS, FEB 12, MAR 18, APR 1, APR 29, AND MAY 13 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

Are you a mathematics teacher looking to embed real world problem-solving or data collection and visualization into your curriculum? Are you a science teacher who wants to empower your students to be change agents in their community? All teachers are invited to participate in this immersive and experiential extended length course in which teachers will move through the steps of the inquiry to action process to combat air pollution as data collectors and citizen scientists. Over the five sessions, teachers will develop an inquiry question, collect and analyze data, use tools such as AirBeam and HabitatMap, and take action on air quality in their school communities. In the final session, teachers will develop an implementation plan to bring inquiry and place-based environmental education into their classrooms. Vicky Garufi is the Director of Education for the Children’s

Instructional Routines in Mathematics: A Deep Dive Facilitators: MƒA Master Teacher Nancy Buck and MƒA Early Career Teacher Jenny Crump

What is metabolic disease? How does it develop? And how might metabolic disease become a subject to inspire curiosity, engagement, and excitement in your biology students? To start, teachers must have

MONDAYS, FEB 10, MAR 2, MAR 30, APR 20, MAY 11, JUN 8

the most current and cutting-edge understanding of

MƒA

the physiological causes of metabolic disease and its

 MATHEMATICS

consequences. In this extended length, hybrid course,

Teaching students to think and reason is one of the

teachers will learn the science behind metabolic

greatest challenges we face as mathematics teachers.

disease and be introduced to the Great Diseases high

Instructional routines give students a supported path

school curriculum, developed in partnership with

towards this goal. Together, we will define instructional

Boston teachers and Tufts Medical School scientists.

routines and discuss how to effectively incorporate

During the four sessions at MƒA, teachers will engage

them into our classrooms. We will spend much of our

in graduate-level metabolic biology content, explore

time diving deep into two or three instructional routines

numerous classroom resources, and discuss ways to

from Grace Kelemanik, Amy Lucenta, and Susan Janssen

incorporate the Great Diseases curriculum into their

Creighton’s book, Routines for Reasoning. This will

own classrooms. All resources, including lesson plans,

include experiencing the routine as a student, breaking

PowerPoint presentations, student handouts, online

down the different sections of the routine, creating

textbooks, and assessments will be shared. This course is

and implementing a plan to use the routine in our

appropriate for high school science teachers of all levels

classrooms, and then reflecting on the effectiveness of

who are interested in implementing the Great Diseases

the routine while planning for the future. This course is

high school curriculum in their own classes as well as

open to all K-12 teachers but is meant primarily for those

those interested in learning more about nutrition and the

relatively new to instructional routines.

development of metabolic disease.

Nancy Buck is an MƒA Master Teacher and mathematics teacher at

Allison McQueen is a postdoctoral researcher in the Center for

Young Women’s Leadership of the Bronx in the Bronx.

Translational Science Education at Tufts University. Her work focuses

Jenny Crump is an MƒA Early Career Teacher and mathematics teacher at Young Women’s Leadership of the Bronx in the Bronx.

on developing and evaluating teacher professional development that combines content and pedagogy and impacts student competencies

Environmental Literacy Foundation (CELF). CELF was founded in

and attitudes about science and health. Allison earned her Ph.D. in

2003 on the principle that education for sustainability is essential for

Metabolic Biology at the University of California, Berkeley. Her graduate

today’s K-12 students. CELF programs use real-world problem-solving to prepare students with the holistic thinking skills and motivation to become agents of change for a healthier, more stable and sustainable future. Vicky is responsible for guiding CELF’s educator team in the design of all PD programs. Prior to joining CELF, Vicky spent 12 years at the Sarah Lawrence College Center for the Urban River at Beczak

Tufts University Great Diseases: Metabolic Disease Facilitators: Allison McQueen, Ph.D., and MƒA Master Teacher Mimi Prabhu T UESDAYS, FEB 25, MAR 10, MAR 24, APR 21  SCIENCE

University’s Southampton College and a Master of Science in the Art of

+ PLEASE NOTE: THIS COURSE WILL REQUIRE SIGNIFICANT ONLINE COURSEWORK (~3+ HOURS/WEEK) WHICH YOU MUST COMPLETE PRIOR TO EACH SESSION. ADDITIONALLY, YOU MAY OPT TO TAKE THIS COURSE FOR 2.5 GRADUATE-LEVEL CREDITS THROUGH A TUFTS UNIVERSITY SCHOLARSHIP. THIS WILL REQUIRE ADDITIONAL HOURS OF ONLINE WORK AND INCLUDE GRADED EXAMS. AFTER YOU REGISTER THROUGH THE SMALLWORLD NETWORK, YOU WILL RECEIVE INFORMATION ON HOW TO ENROLL IN THE TUFTS PROGRAM TO GAIN ACCESS TO THE ONLINE MODULES.

Lisa Mechaley is an Educator and PD Facilitator with CELF. There, she collaborates with other education staff on the design, implementation, and delivery of professional development programs. Lisa holds a B.A. in Biology with an Environmental Specialization from Central Connecticut State University and an M.S. from Southern Connecticut State University in Elementary Science Education.

glucose metabolism in the liver and adipose tissue. Mimi Prabhu is an MƒA Master Teacher and science teacher at Stuyvesant High School in Manhattan.

MƒA

(CURB) in Yonkers. Vicky holds a B.S. in Psychobiology from Long Island Teaching from Sarah Lawrence College.

work focused on identifying novel regulatory mechanisms of lipid and

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Single Session Workshops Single session workshops are one-time workshops in which experts from the MƒA Master Teacher community, as well as outside academic institutions, engage MƒA teachers in a topic at the cutting edge of their content area and/or pedagogical practice.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Single Session Workshops Animal Behavior with Mice! Learn How to Collect and Graph the Data Facilitators: MƒA Master Teachers Ramona Fittipaldi and Andrew Mittiga TUESDAY, APR 21 OFFSITE

An Anti-Bias Approach to Cultivating Equitable Classroom Communities Facilitators: Anja Filan and Susan Park TUESDAY, MAY 26 OFFSITE  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: THIS SESSION WILL TAKE PLACE AT COMMUNITY ROOTS CHARTER SCHOOL.

How might we discuss race and equity in our

 SCIENCE

elementary school classrooms? This workshop will

+ PLEASE NOTE: THIS SESSION WILL TAKE PLACE AT THE YOUNG WOMEN’S LEADERSHIP SCHOOL OF EAST HARLEM.

focus on anti-bias education in practice for our city’s

Have you ever wondered how external stimuli can

and approaches, teachers will gain a foundational

cause behavioral changes in animals? Join us as we

understanding of the framework of critical literacy as a

learn how to use live organisms, primarily mice, to study

way to create elementary classrooms that specifically

animal behavior and teach data collection techniques.

address race, power, privilege, stereotypes, and bias.

We’ll begin by observing mice as they complete a

Teachers will work in both small and large groups to

maze, and documenting how their actions, timing,

unpack components of anti-bias education and the

and behaviors change when stimuli, such as food and

implications that it has for their own school sites and

predatory smells, are added to their environment. We

communities of practice.

will also observe how the mice play, eat, hide, climb,

Anja Filan is in her 3rd year as a 4th Grade Teacher at Community

rest, and flee from danger. In the second hour, we

Roots, the learning site for Roots ConnectED, a national professional

will focus on creating ethograms, graphs and tables

development organization. This is her 7th year in the classroom, and

used to document animal behavior. As a group, we will

before that, she served as a Corps member with City Year Boston where

then discuss the best ways to present the data, how to

youngest students. Through curricular examples

she worked alongside AmeriCorps members to plan and facilitate before and after-school programming, and engaging students, families, and

Art and Design Using Bootstrap Algebra Facilitator: MƒA Master Teacher Luis Saltos WEDNESDAY, MAY 27 MƒA  COMPUTER SCIENCE AND TECHNOLOGY

Bootstrap Algebra applies mathematical concepts and programming principles to create simple images and video games. In this introductory workshop, teachers will learn how to create images using text-based code and how to use various functions to combine images in different ways to create anything they can imagine. Teachers will do this by designing their personal flags or recreating country flags that hold special meaning for them. Teachers will leave this session feeling ready to try this activity in their own classrooms and with some newly developed basic programming skills. No coding experience is required. Luis Saltos is an MƒA Master Teacher and computer science teacher at J.H.S. 189 Daniel Carter Beard in Queens.

At the Clinic: Bringing Medicine into the Classroom Facilitators: MƒA Master Teachers Jerry Citron and Arlene Ramos TUESDAY, APR 21

utilize these techniques with our own students, and the

community organizations through school-wide initiatives. She holds an

benefits of animals as classroom pets. Middle and high

M.Ed. in special education from Hunter College.

school science teachers who would like to incorporate

Susan Park received her master’s degree at Bank Street College of

the use of live organisms and data collection will benefit

Education. She is deeply committed to working in an inclusive and

Did you ever consider medical school? Do you enjoy

most from this workshop. However, any teacher who

diverse school and enjoys seeing children find connections with one

watching reruns of The Good Doctor? A great way

is curious about and comfortable with small rodents, reptiles, and insects is welcome to attend. Ramona Fittipaldi is an MƒA Master Teacher and mathematics teacher at The Young Women’s Leadership School of East Harlem in Manhattan.

another. Susan has been teaching for 16 years, 11 of which have been in 3rd and Kindergarten classrooms at Community Roots, where she

MƒA  SCIENCE

to engage students and foster interest in anatomy

was a founding member of the Anti-Bias Education Collective. She is a

and physiology is through the use of basic diagnostic

facilitator with Roots ConnectED where she has worked with educators

tools to assess health status. In this workshop, we

from across the country for the last three years.

will explore, practice, and adapt several University of

Andrew Mittiga is an MƒA Master Teacher and science teacher at The

Buffalo case studies involving cardiovascular diseases.

Young Women’s Leadership School of East Harlem in Manhattan.

Teachers will also learn how to use stethoscopes to listen for heart and lung sounds and to take blood pressure, use spirometers to measure lung capacity, measure hemoglobin saturation via pulse oximetry, and perform and interpret EKGs. We will discuss how these diagnostic tools can be incorporated into different parts of a middle school science, Living Environment, or AP

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Single Session Workshops Biology curriculum either through doctor/patient role modeling activities or via the analysis of actual medical case studies. Throughout this workshop, teachers will be actively engaged in solving medical problems while thinking of ways to integrate diagnostic medicine into the classroom. Jerry Citron is an MƒA Master Teacher and science teacher at Stuyvesant High School in Manhattan. Arlene Ramos is an MƒA Master Teacher and science teacher at High School for Health Professions and Human Services in Manhattan.

Beyond a Reasonable Doubt: The Power of Conviction in Secondary Mathematics Facilitator: Julius Donisan WEDNESDAY, APR 1 MƒA  MATHEMATICS

How can we set our students up for success? By teaching them to prove! Although we typically associate proof with a geometry curriculum, opportunities exist for students to develop their proving abilities in many

BreakOUT! Escape Rooms in the Mathematics Classroom Facilitators: MƒA Master Teacher Dwaina Sookhoo and MƒA Early Career Teacher Devon Williamson

contexts. This workshop will specifically highlight

TUESDAY, JUN 9

Algebra I as the perfect place to teach prerequisite skills

MƒA

Devon Williamson is an MƒA Early Career Teacher and mathematics teacher at Mott Hall II in Manhattan.

Building Better Relationships... With My Colleagues Facilitator: MƒA Master Teacher Rob Andruskiewicz

and understandings that build student capacity for

 MATHEMATICS

proof. Using a different approach with familiar equations

Do you have what it takes to escape the room? In

can increase both student understanding of solving

this immersive workshop, teachers will experience

 INQUIRY, PRACTICE, AND LEADERSHIP

equations and student proving ability. Join us as we

firsthand how escape rooms can foster community

explore how proofs are an excellent path to conceptual

and collaboration in the mathematics classroom. We

understanding in algebra.

+ PLEASE NOTE: MAR 4 IS A DOE PARENT TEACHER CONFERENCE DATE FOR ELEMENTARY SCHOOLS AND K-8 SCHOOLS.

will demonstrate how escape rooms are designed

Julius Donisan has taught mathematics at the secondary level for 13

through digital platforms such as Breakout EDU and

years. While teaching in New York City, he completed both the Math for

Google Forms, as well as through analog puzzles for a

America Early Career Fellowship and the Carroll and Milton Petrie New York City Teacher Fellowship. He was later named a NYS Master Teacher.

technology-free alternative. Teachers will discuss how

He currently teaches in New Rochelle, NY and is an Ed.D candidate at

escape rooms can help students learn by doing and will

Teachers College, Columbia University.

explore best practices for facilitating an escape room in the classroom. Lastly, teachers will begin building their own escape room puzzle, embedding mathematics from their curriculum, on the platform of their choice. Dwaina Sookhoo is an MƒA Master Teacher and mathematics teacher at Academy for Young Writers in Brooklyn.

WEDNESDAY, MAR 4 MƒA

Who doesn’t want to build better relationships with their co-teacher, colleagues, or supervisors? This workshop will help teachers develop a roadmap to stronger working relationships. Teachers will identify and reflect on struggles they may have in their professional relationships, then develop a plan of action to make those relationships more effective. In addition to reflecting on negative and positive experiences, teachers will use specific frameworks (such as the premise that Partnership = Understanding + Relationships) to better MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Single Session Workshops understand the steps they need to take to build better relationships. Whether you are looking to build a better

Changing Us - Editing Our Genes: Exploring the Emerging Field of CRISPR Facilitator: Tshaka Cunningham, Ph.D. THURSDAY, MAY 7 MƒA

Chemistry Demo Derby Facilitators: MƒA Master Teachers Denice Gamper and Emily Hart WEDNESDAY, MAR 18 OFFSITE

working relationship with someone new, or a stronger

 SCIENCE

one with someone you’ve worked with for a while, this

+ PLEASE NOTE: MAY 7 IS A DOE PARENT TEACHER CONFERENCE DATE FOR ELEMENTARY SCHOOLS AND K-8 SCHOOLS.

+ PLEASE NOTE: THIS SESSION WILL TAKE PLACE AT BARD HIGH SCHOOL EARLY COLLEGE.

Gene editing is an emerging technology that has

Our instruction is more powerful when we infuse it with

profound potential to cure genetic diseases but

compelling phenomena that students can investigate

also raises significant concerns regarding its ethical

and attempt to explain. Really good phenomena can

applications to human and animal populations. We are

anchor a unit as a reference point and foundation

at a unique point in human history where the ability to

through which students can question, explore, and build

change our germ line DNA now lies within our hands.

deeper knowledge over time. In this workshop, teachers

Thus, it is imperative that everyone in our society

will share demos (demo-derby style!) that illustrate a

become familiar with gene-editing technology and

phenomenon and lead to investigations that can be

WEDNESDAY, MAR 4

gains a better understanding of how it will shape our

used to surface and question student thinking. Some

MƒA

lives, our health, and the environment in the years to

examples of demos that relate to deeper phenomena

 SCIENCE

come. During this workshop, we will review the history

include ice-cream making (which can engage students

+ PLEASE NOTE: MAR 4 IS A DOE PARENT TEACHER CONFERENCE DATE FOR ELEMENTARY SCHOOLS AND K-8 SCHOOLS.

and biology of the CRISPR/Cas9 gene-editing system,

in thinking about solubility, phase changes, and freezing

look at promising applications towards curing specific

point depression), the non-burning water balloon (which

genetic disorders (such as sickle cell anemia), and

highlights specific heat and energy transfer), and objects

consider the social and ethical concerns of gene editing.

deflating in colder temperatures (which illustrates

Biology teachers will benefit most from this course,

gas laws, the relationship between temperature, and

however, all teachers interested in learning more about

pressure). Teachers should be prepared to share an

the technology are welcome to attend.

innovative chemistry demo with the group.

workshop will help make work more productive for everyone. Rob Andruskiewicz is an MƒA Master Teacher and mathematics teacher at Sunset Park High School in Brooklyn.

Changing up Your Pedagogy: Incorporating Hip Hop Into the Science Classroom! Facilitators: MƒA Master Teachers Andrew Ridore and Tara Ware

Do you want your class to be the best part of a student’s day? For years, teachers have struggled to create classroom cultures where students work diligently, support each other, and become life-long learners. Could Hip Hop be the answer? Join us in this workshop as we share how to incorporate successful rap and Hip Hop Ed battles in mathematics and science classrooms by utilizing #HipHopEd resources from Columbia

Tshaka Cunningham is a molecular biologist with a passion for precision medicine, gene therapy, and all things genomic. He is a co-founder of

Emily Hart is an MƒA Master Teacher and science teacher at KIPP NYC

solutions for post-traumatic stress disorder (PTSD) for active-duty

College Prep High School in the Bronx.

military, veterans, and civilians. Previously, he served as the Program

perform academic raps. This workshop is for any

Manager for Neurodegenerative Diseases at the U.S. Department of

teacher who wants to learn how to use rap as a tool

Veterans Affairs and provided subject matter expertise for the VA’s Million Veteran Program (MVP). He earned a B.A. in molecular biology from Princeton University and a Ph.D. in the same discipline from

classroom culture. It is best suited for science teachers

Rockefeller University. He completed his postdoctoral training in

but all teachers are welcome to join the revolution!

immunology and tumor immunotherapy at the Pasteur Institute in Paris,

Andrew Ridore is an MƒA Master Teacher and mathematics teacher at Brooklyn Lab School in Brooklyn. Tara Ware is an MƒA Master Teacher and science teacher at Validus Preparatory Academy in the Bronx.

High School Early College in Manhattan.

TruGenomix Health Inc., a precision genomics company developing

University. Teachers will create, analyze, and possibly

to make their curriculum more engaging and improve

Denice Gamper is an MƒA Master Teacher and science teacher at Bard

France, and at the National Institutes of Health in Bethesda, MD. Tshaka enjoys teaching, reading, and engaging in public forums regarding genomics, gene editing, gene therapy, and the future of medicine.

Chimeras in Chimera: Imaging Proteins and Molecular Interactions Facilitator: MƒA Master Teacher Gilbert Papagayo WEDNESDAY, FEB 12 MƒA  SCIENCE

Do you want to make cellular processes – like cellular signaling or DNA replication – more accessible and interactive for your students? In this workshop, we will learn how to use Chimera, software used for molecular imaging, to view molecular structure files. We will start

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Single Session Workshops

Earth Science Demo Derby Facilitators: MƒA Master Teachers Samantha Adams and Beth Henry

modern board games such as Power Grid, Keyflower, Biblios, and For Sale, and as mathematicians, we should have an edge while playing these games! In

by looking at the educational resources available on the

THURSDAY, APR 23

this workshop, teachers will examine the mathematics

Research Collaboratory for Structural Bioinformatics

MƒA

underlying game theory by exploring the impact of

(RCSB) Protein Data Bank (PDB) website, where these

 SCIENCE

turn order as they investigate auction strategies. During

files are stored. We will then use the software to view an

+ PLEASE NOTE: TEACHERS SHOULD BRING ALL NECESSARY MATERIALS TO PRESENT THEIR DEMO AT MƒA.

the workshop, teachers will play some simple auction

Many aspects of the earth sciences are too big, too

continuation of the work done in Introduction to Game

small, or too slow to be observed directly, which often

Theory from the fall, all teachers are welcome and

makes these concepts difficult for students to visualize.

encouraged to attend. The ability to compute expected

A good demonstration helps students build mental

values will also be helpful.

opioid receptor bound to its ligand and investigate the protein’s structure. Lastly, we will talk about the PDB’s annual video competition for high school students. The course is aimed at biology teachers of all levels – no prior experience with molecular imaging required! Gilbert Papagayo is an MƒA Master Teacher and science teacher at Stuyvesant High School in Manhattan.

models they can use as an anchor or as a springboard. In this workshop, teachers will share demonstrations

games and see who comes out ahead. While this is a

Kent Hansan is an MƒA Master Teacher and mathematics teacher at KIPP NYC College Prep High School in the Bronx.

and hands-on activities that model these concepts, as

DeltaMath: Introduction and Best Practices Facilitator: MƒA Master Teacher Zach Korzyk THURSDAY, MAR 26 MƒA  COMPUTER SCIENCE AND TECHNOLOGY

DeltaMath is a website that can be used for homework or classwork, and covers a wide range of middle school through high school mathematics content. This workshop will explore important information for both DeltaMath novices and more experienced users

well as create a brief description and “how-to” guide for their colleagues. Potential topics could include relationships between environmental conditions, scale models, demonstrations of motions, or your favorite “wow”-inducing science trick. All teachers will leave with

MONDAY, APR 27

new ideas and resources that will help students to better

MƒA

understand the hows and whys of Earth Science.

 INQUIRY, PRACTICE, AND LEADERSHIP

Samantha Adams is an MƒA Master Teacher and science teacher at Bronx

Are you looking for new ways to increase student

Collaborative High School in the Bronx. Beth Henry is an MƒA Master Teacher and science teacher at Academy for Careers in Television and Film in Queens.

by giving them the opportunity to see strategies and best practices directly from the website’s creator. Introductory topics will include how to create an account, register students, create assignments,

First Player in the Auction: Taking Turns and Placing Bids Facilitator: MƒA Master Teacher Kent Hansan

and look at student data. We will also discuss more

THURSDAY, MAY 28

advanced topics, including creating test corrections,

MƒA

spiraling material for review, preventing plagiarism, and strategies for setting up assignments to reduce student frustration and increase motivation. There will also be an opportunity for teachers to give feedback on DeltaMath to help shape its future. Zach Korzyk is an MƒA Master Teacher and mathematics teacher at Manhattan Village Academy in Manhattan.

From Passive to Active Learning with Visible Thinking Facilitators: MƒA Master Teachers Matthew Blank, Aja Brown, and Angelique Tarazi

 MATHEMATICS

participation and to develop student tasks that will showcase their understanding beyond written responses? In this workshop, we will share visual thinking strategies and lessons that we have utilized, adapted, and modified within our mathematics and Living Environment classrooms which were inspired by the text Making Thinking Visible (Ritchart, Church, and Morrison 2011). Teachers will explore and experience strategies and routines that foster a classroom environment in which students and teachers make

Taking turns is a part of playing games, but how does

their thinking visible and explicit, and they will have an

the order of play impact the outcome of the game?

opportunity to design a visible thinking activity for their

Depending on the scenario, do you volunteer to go first

classrooms.

or wait to get drafted? Is there an advantage to going

Matthew Blank is an MƒA Master Teacher and mathematics teacher at

first, second, or last? Many people consider auctions

the Metropolitan Soundview High School in the Bronx.

to be a lot like games, if so, how can one apply game

Aja Brown and Angelique Tarazi are MƒA Master Teachers and science

theory to auctions? How can you use knowledge of

teachers at the Metropolitan Soundview High School in the Bronx.

turn order to acquire a high-value item for the lowest possible price? Auctions are also a major mechanic in 41

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Single Session Workshops

Geo-Arts: An Exploratory Approach Facilitator: MƒA Master Teacher Arnulfo Farinas MONDAY, MAR 23

Genes in Space and miniPCR Facilitators: Ezequiel Alvarez-Saavedra, Ph.D., and Katy Martin, Ph.D. WEDNESDAY, FEB 12 MƒA  SCIENCE

MƒA  MATHEMATICS

Would you like to spark student interest in geometric transformations through mesmerizing geometric art and unimaginable designs? Join us as we explore and create geometric designs, and learn how students, with

Genes in Space (genesinspace.org) is a free science

no prior knowledge of geometric transformations, used

competition in which students design DNA research

art as an access point to engage with mathematics.

proposals for space. Winners will have their experiment

This workshop will focus on line art and explore how

launched to the International Space Station and become

intersecting lines can be used as the medium for both

involved in real-world space biology research. MƒA,

beautiful artwork and the development of a conceptual

miniPCR, and Boeing have partnered to create Genes

understanding of geometric transformations. This

in Space to give students the opportunity to participate

workshop is open to all K-12 mathematics teachers or

in self-guided experimental design at the cutting edge

anyone interested in making art using mathematics.

of space biology. In this workshop, we will discuss

Arnulfo Farinas is an MƒA Master Teacher and mathematics teacher at

ideas for integrating Genes in Space into the biology

Manhattan Comprehensive Night and Day High School in Manhattan.

classroom and also get hands-on experience with PCR and gel electrophoresis by utilizing Lab in a Box, a free biotechnology loan program. We will conclude by illustrating how these essential DNA analysis techniques

The Geometry of Quadratics - A Geometric Design Project Facilitator: MƒA Early Career Teacher Gavin Rodgers

can enhance the learning of space science, human

MONDAY, MAY 11

genetics, agriculture, environmental science, and

MƒA

forensics.

 MATHEMATICS

Ezequiel (Zeke) Alvarez-Saavedra, Ph.D., is a Co-Founder at miniPCR.

How can fuse bead art be used to teach geometric and

Zeke is a geneticist trained at MIT and Stanford. He has conducted

Gavin Rodgers is an MƒA Early Career Teacher and mathematics teacher at P.S. 126 Jacob August Riis in Manhattan.

How Much Should I Save for Retirement? Modeling Series in Spreadsheets Facilitators: Phil Dituri, Ph.D., and Jack MarleyPayne, Ph.D.

algebraic concepts? The focus of this workshop is a

THURSDAY, FEB 13

of gene detection technologies. His work has been cited thousands of

hands-on design project that highlights the geometric

MƒA

times and profiled in The New York Times, National Public Radio, and

patterns found within quadratic expressions. While

 MATHEMATICS

the BBC. In his spare time, Zeke explores soil in search of new species

building designs with fuse beads, we will analyze and

Exploring payment models through spreadsheet

discuss the patterns found in the regular hexagonal

software is a useful lifelong skill and can be the basis

stacking of circles and consider the underlying

for a rewarding high school mathematics lesson.

mathematics embedded in these designs. Since each

Spreadsheet software, such as Excel, can provide a

began her career teaching high school biology and leading pre-college

design will be unique but the underlying structure is

fresh approach to teaching functions, variables, and

programs for science students. Katy strives to make every science

identical, we will explore how algebraic expressions can

geometric series by using them to model payment

classroom a place for exploration and fun.

be used as a way to represent the design differences.

series like retirement savings, mortgages, and student

Every teacher will leave with a physical model created

loan repayments. This approach provides a tangible

with fuse beads. These mementos will serve as a

application of recursive and explicit formulae for

reminder of how we can, and should, incorporate visual

students, and it provides a great format for breaking

geometric designs projects into our algebraic work with

down complex functions into their simpler smaller

students.

components. The workshop uses activities from the

biomedical research alongside two Nobel laureates and is an inventor

(one so far!). Katy Martin earned her Ph.D. in neuroscience from Emory University, but always knew her true passion was in science education. After leading multiple K-12 outreach initiatives as a graduate student, Katy

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Single Session Workshops

Kat Glass is a former MƒA Master Teacher and mathematics teacher

Join Solar One to learn more about bringing renewable

at The Brooklyn Latin School in Brooklyn. She currently works as the

energy and sustainability education into your classroom!

Dean of Student Support at The Brooklyn Latin School and coordinates interventions for students struggling with academics, attendance, and

FiCycle Curriculum and will give teachers a taste of what

behavior.

teachers will interact with familiar mathematics topics in a new way.

teachers will explore climate change impacts in New York City and how renewable energy can be used to

a mathematics-based, personal finance course might look like. This will be a hands-on workshop in which

Through hands-on interactive classroom activities,

Ignite Your Classroom Facilitators: MƒA Master Teacher Thomas Anderson and MƒA Emeritus Teacher Carl Oliver

mitigate climate change. We will begin by discussing environmental issues specific to New Yorkers, then learn how climate change is affecting the city, and finally,

Philip Dituri is a visiting assistant professor of mathematics education in

WEDNESDAY, FEB 26

conclude with activities on solar energy. This session is

the Division of Curriculum and Teaching at Fordham University and the

MƒA

best for Earth Science teachers (especially those leading

Director of Education at the non-profit FiCycle. He was a mathematics instructional coach, chairperson of the mathematics department, and

 INQUIRY, PRACTICE, AND LEADERSHIP

teacher of secondary mathematics at New Design High School for 13

Ignite! This isn’t about a science experiment gone

years. During his time teaching in public school, he was an MƒA Master

awry, or an endorsement of workplace arson. Ignite is

Teacher and a Big Apple award finalist. Jack Marley-Payne is responsible for developing the course materials for FiCycle. He came to the US from the UK to get a Ph.D. in philosophy

a presentation format in which a speaker prepares 20 slides and delivers a talk while those slides proceed

Regents classes), as well as Environmental Science teachers, school sustainability coordinators, and any other science teacher with a passion for sustainability! Amy Colorado is the Lead Environmental Educator for Solar One where she has been working for the past three years leading programming in NYC schools for students and teachers. As a native New Yorker, Amy

automatically every 15 seconds. Excess verbiage and

loves being able to teach about New York City’s sustainability initiatives

psychological limitations as well as taught a range of undergraduate

messy slides must be pared down in order to convey a

and how teachers can incorporate climate education into their

seminars.

big idea effectively. The result is a carefully prepared and

classroom curriculum. Amy has a bachelor’s in environmental science

from MIT, where he wrote a thesis on knowledge in the face of our

rehearsed five minute presentation that can entertain

“I’m Bad at Math” - Combatting Math Anxiety Facilitator: Kat Glass

and engage as long as the speaker stays on pace. In this session, teachers will hear Ignite talks from the

MONDAY, MAY 11

presenters, create a “mini-Ignite” of their own, and

MƒA

discuss how to utilize this tool in their classrooms and

 MATHEMATICS

Have you ever heard a student say, “I’m bad at math”? If so, this workshop is for you. To help you better understand your students, we will discuss the major causes of mathematics anxiety and gain an appreciation for how this anxiety can impair performance. We’ll begin by reflecting on our own classrooms and students and share the strategies we currently use to address mathematics anxiety. Then we will read and discuss short articles about mathematics anxiety, and in the final portion of the workshop, teachers who have implemented effective methods to address mathematics anxiety will be invited to present their techniques to the group. Teachers will leave the workshop with a better understanding of the causes of mathematics anxiety and some practical techniques they can use to better support their students.

beyond. As revamped direct instruction, a template for student presentations, or a new way to present information to colleagues, Ignite is a valuable tool for all educators.

and a master’s in environmental conservation education.

Interactive Notebooks: Student Ownership Over Learning Facilitators: MƒA Master Teachers Courtney Ferrell and Marisa Shuman WEDNESDAY, APR 1 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

Thomas Anderson is an MƒA Master Teacher and science teacher at

Are you looking for a way to increase your students’

Edward R. Murrow High School in Brooklyn.

engagement and interaction with content? This

Carl Oliver is an MƒA Master Teacher Emeritus and mathematics teacher

workshop will provide an overview of how interactive

at High School M560 - City As School in Manhattan.

notebooks can be used to teach any type of content. A classroom with interactive notebooks allows students

Integrating Climate Change Education Into Your Science Curriculum Facilitator: Amy Colorado

to feel a sense of ownership over their knowledge and learning as they create their own textbooks. Students actively engage in the content as they create material

WEDNESDAY, MAR 4

that demonstrates the connections made across the

MƒA

curriculum. In this workshop, teachers will explore

 SCIENCE

strategies and structures that increase the effectiveness

+ PLEASE NOTE: MAR 4 IS A DOE PARENT TEACHER CONFERENCE DATE FOR ELEMENTARY SCHOOLS AND K-8 SCHOOLS.

of interactive notebooks, get insight into the planning process, and examine multiple examples of student deliverables from interactive notebooks. Teachers will

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Single Session Workshops

There are only 10 types of people in the world – those who understand ternary numbers, those who don’t, and those who mistake them for binary numbers. In this

also have an opportunity to reflect on how this method

workshop, we will explore how expressing numbers in

of organizing information can be applied to their own

different bases can often lead to more elegant solutions.

classroom.

Topics we will discuss include: magic tricks, ancient

Courtney Ferrell is an MƒA Master Teacher and mathematics teacher at

methods of multiplication, and enticing puzzles. This

Bronx Theater High School in the Bronx.

workshop is best suited for middle or high school

Marisa Shuman is an MƒA Master Teacher and mathematics teacher at

mathematics teachers.

Young Women’s Leadership School in the Bronx.

Shari Eng, Michael Riccardo, and Scott Schwartz are MƒA Master Teachers and mathematics teachers at Bayside High School in Queens.

Investigating the Geology of Manhattan in Central Park Facilitators: MƒA Master Teachers Aimee Hill and Stephen McClellan

It’s Not Just About Experiments: Integrating Primary Literature Into Science Facilitator: Sarah Fankhauser, Ph.D.

TUESDAY, APR 28

THURSDAY, APR 23

OFFSITE

MƒA

 SCIENCE

+ PLEASE NOTE: THIS SESSION WILL TAKE PLACE IN CENTRAL PARK.

Scientists do a lot of things to investigate and

Join us as we explore Central Park to learn about the geologic forces which helped shape the underlying structures of Manhattan! During this workshop, we will walk through a range of unique rock formations, observe the effects of plate boundary development, and see evidence of ancient mountain ranges shaped by planetary forces 200 million years ago. We will encounter grooves, formations, and detritus glaciers left on Manhattan rock 15,000 years ago and which are still evident in the park today. All middle and high school Earth Science teachers and geology buffs are welcome to attend. Aimee Hill and Stephen McClellan are MƒA Master Teachers and science teachers at Stuyvesant High School in Manhattan.

It’s All About the Base Facilitators: MƒA Master Teachers Shari Eng, Michael Riccardo, and Scott Schwartz MONDAY, FEB 10 MƒA  MATHEMATICS

understand the world around us; they ask questions, design experiments, test hypotheses, and analyze data. But each step of the way, scientists use the literature to

in their scientific writing and research. Sarah is formally trained as a microbiologist, earning her Ph.D. in microbiology and immunobiology from Harvard University.

inform their thinking and process. In fact, it’s estimated that scientists spend nearly 60% of their time engaging in communication-related practices. Scientists’ main source of literature comes in the form of primary research articles. In this workshop, we will breakdown

Let Them Figure It Out! Strategies to Increase Cognitive Load Facilitators: MƒA Master Teacher Andy Nissinboim and MƒA Early Career Teacher Jesse John, Ph.D.

the primary research article using accessible examples

THURSDAY, MAY 14

from the Journal of Emerging Investigators, a science

MƒA

journal dedicated to publishing research conducted by

 INQUIRY, PRACTICE, AND LEADERSHIP

middle and high school students. During this workshop,

+ PLEASE NOTE: MAY 14 IS A DOE PARENT TEACHER CONFERENCE DATE FOR MIDDLE SCHOOLS.

teachers will explore the purpose and value of primary research articles, the common structure of primary

Numerous studies have shown that students learn best

research articles, and ways to adapt and incorporate

and their passing rates improve when they are actively

student-accessible primary literature into the classroom.

engaging with content, rather than passively listening.

This workshop will focus on all aspects of the scientific

Yet, many courses are still lecture-based despite the

process and will be of interest to teachers in any STEM

fact that alternative methods are a known pathway to

field.

student success. There are many pedagogical strategies

Sarah Fankhauser is a biologist at Oxford College of Emory University

to actively engage students which come in various

where she focuses on teaching and research with first and second-year

packages and labels, but what unites them all is that

college students. She has been internationally recognized for her work

students spend class time collaborating, answering

in supporting and training pre-college students (and their teachers)

questions, solving problems, discussing solutions, MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Single Session Workshops

these discussions to their classrooms. This session is

Are you ready to “shake-up” instruction to meet the

appropriate for teachers of any level of familiarity with

individual needs of all students in your STEM classroom?

Spider Web Discussions, as well as all grades and subject

In this interactive workshop, teachers will gain dozens of

and reasoning through the material they are studying.

areas.

practical and research-based strategies to differentiate

This workshop will focus on task design strategies that

Jesse Markowitz is an MƒA Early Career Teacher and science teacher at

content, processes, and instructional deliverables to

promote productive lingering in students, allowing

Science and Technology Academy: A Mott Hall School in the Bronx.

increase student engagement and learning. Teachers will have time to collaborate, explore evidence-based

them to maximize learning with minimal teachercentered content delivery. Teachers will reflect on current teaching practices and find areas where they can facilitate students’ critical thinking and individual

March Mammal Madness Facilitator: MƒA Early Career Teacher Emily Schmidt, Ph.D.

practices, and plan implementation for a variety of educational technology tools, language acquisition strategies, and cooperative learning structures. Teachers

problem-solving skills. Teachers will walk away with

WEDNESDAY, FEB 12

from all grade levels and all content areas are welcome!

recommendations to develop instructional tasks that

MƒA

Savanna Flakes is a National Board Certified Teacher and an education

increase rigor and engagement while decreasing direct

 SCIENCE

instruction.

“Who would win in a fight - a tiger or a lion?” If your

Andy Nissinboim is an MƒA Master Teacher and a science teacher at High

students haven’t asked this exact question, they’ve

learning, master educator, technology integration specialist, professor,

School for Innovation in Advertising and Media in Brooklyn.

probably asked something similar. Young people are

and inclusion instructional specialist - coaching administrators and

Jesse John is an MƒA Early Career Teacher and science teacher at High

innately curious about the natural world, and with March

teachers on effective inclusive and instructional practices. Savanna

School for Innovation in Advertising and Media in Brooklyn.

Mammal Madness (MMM), you can harness the power

Let Them Speak: Student Discussion (Without You) Facilitator: MƒA Early Career Teacher Jesse Markowitz WEDNESDAY, MAR 4 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: MAR 4 IS A DOE PARENT TEACHER CONFERENCE DATE FOR ELEMENTARY SCHOOLS AND K-8 SCHOOLS.

consultant specializing in differentiation, inclusion, co-teaching, Universal Design for Learning, and educational technology. Her prior instructional leadership roles include manager of professional

holds an Educational Specialist degree from the University of Virginia in curriculum and Instruction, a post-master’s certificate from

of this curiosity to teach them about animal adaptations

George Washington University in leadership and administration, and

and more. Each February, the scientists behind MMM

certifications in social-emotional learning, trauma, mindfulness, and

publish a bracket that pits mammals, and the occasional

emotional intelligence.

“alt-mammals,” against each other in a hypothetical tournament similar to college basketball’s March Madness. Students of all ages conduct research on the animals to make their predictions and then watch the

MƒA Tech Night Facilitators: MƒA Master Teachers Soni Midha and Vera Sinnreich

virtual battles play out on Twitter throughout March and

TUESDAY, FEB 11

early April. In this workshop, science teachers will learn

MƒA

how the tournament works, make their own predictions

 COMPUTER SCIENCE AND TECHNOLOGY

We want our students to discuss academic content and

in a mini-bracket, and share ideas for using MMM in their

Join us for an MƒA Tech Night as we learn about

to learn from each other through discussion, yet we

classrooms as soon as the 2020 bracket drops!

and explore digital tools that support assessment,

often struggle to teach students how to have productive

Emily Schmidt is an MƒA Early Career Teacher and science teacher at

differentiation, organization, and other classroom

discussions. The Spider Web Discussion, a technique

The Bronx High School of Science in the Bronx.

structures. Teachers will learn by doing as they hear from their colleagues who will share tips, tricks, and

based on the Harkness Method and described by Alexis Wiggins in her book, The Best Class You Never Taught, provides a way to teach crucial “soft skills” students need to be successful. These discussions are

Meeting ALL Students’ Needs With Differentiated Instruction Facilitator: Savanna Flakes

strategies to maximize these technologies in any STEM classroom. Soni Midha is an MƒA Master Teacher and mathematics teacher at East

completely student-driven and provide accountability

THURSDAY, MAY 14

Side Community School in Manhattan.

and opportunities to improve through multiple

MƒA

Vera Sinnreich is an MƒA Master Teacher and mathematics teacher at

iterations with self-reflection and group-reflection. In

 INQUIRY, PRACTICE, AND LEADERSHIP

this workshop, teachers will experience a Spider Web

+ PLEASE NOTE: MAY 14 IS A DOE PARENT TEACHER CONFERENCE DATE FOR MIDDLE SCHOOLS.

Discussion themselves, then brainstorm ways to adapt

Hostos-Lincoln Academy of Science in the Bronx.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Single Session Workshops

to manage emotions, forge positive relationships, achieve goals and make responsible choices.” (Kuranishi, et.al, 2018). This workshop will provide educators with

Mindfulness Practice in Your Science or Mathematics Classroom Facilitators: Simone Ousset Kuranishi and MƒA Master Teacher Erika Stafne

research-based methods to incorporate mindfulness practice into their general education, ICT, and/or 12-1

Original Sources in Mathematics: The Fundamental Theorem of Calculus Facilitators: Philip Bartok and Guillermo Bleichmar MONDAY, MAR 16 MƒA

STEM classroom settings. Educators will engage in

 MATHEMATICS

discussions and reflections on classroom practices

The study of original texts in mathematics gives us a

MONDAY, JUN 8

and be provided with guidance, tangible activities, and

MƒA

unique opportunity to witness mathematical invention

practices to move forward with a classroom-based

 INQUIRY, PRACTICE, AND LEADERSHIP

at work, and to consider more deeply the concepts

mindfulness curriculum.

and procedures that seem obvious in a textbook, but

Do you want to help improve your students’ mental

Simone O. Kuranishi is a dance, yoga, and special education teacher

in fact, represent revolutions in thought. Original texts

health while cultivating a classroom of support

with over a decade of experience in public schools. She currently works

allow us direct contact with the great mathematical

and responsiveness? Classroom teachers have the

as a freelance consultant in mindfulness, yoga, and dance education.

unique ability and responsibility to create and foster

Erika Stafne is an MƒA Master Teacher and science teacher at Repertory

healthy learning environments for their students and

Company High School for Theatre Arts in Manhattan.

themselves. The practice of mindfulness proves to be an effective social-emotional learning (SEL) strategy to promote student and staff well-being. Mindfulness practice has been shown to “support students in accessing and applying knowledge and skills needed

minds of the past, demonstrating that mathematics has been a long adventure in which we can all be fellow searchers. This workshop will explore Isaac Barrow’s geometrical proof of the first part of the fundamental

The Most Beautiful Mathematical Equation: Euler’s Identity Facilitators: MƒA Master Teachers Linnea ReyesLaMon and Eric Scott MONDAY, JUN 8 MƒA  MATHEMATICS

theorem of calculus, first published in his 1670 Lectiones Geometricae. Barrow’s surprising proof, which predated Newton’s and Leibniz’s more elaborate versions, captures the essential core of the theorem using only plane geometrical reasoning. All teachers interested in studying mathematics through original texts are welcome to attend.

Euler’s Identity is thought by many to be the most

Phil Bartok and Guillermo Bleichmar teach in the Great Books Program

beautiful equation in all of mathematics, but most high

at St. John’s College in Santa Fe, New Mexico, where students complete

school students never see it. In this workshop, teachers

four years of mathematics based exclusively on primary sources, from

will look at methods for introducing Euler’s Identity and

Euclid to Einstein, and through seminar-style discussions. Phil grew up

the related Euler Formula using ideas from Algebra II, Trigonometry, and Pre-Calculus. Teachers will also look

in northeast Connecticut and has degrees in physics and philosophy. Guillermo is originally from Argentina, grew up in Mexico, and completed his academic training in English and comparative literature.

at a few applications of Euler’s Formula, like how to raise a real number to an imaginary power, prove that i to the i power is a real number, and derive trigonometric identities. This course is for any teacher interested in deeply understanding the meaning of Euler’s Identity or who wants to share Euler’s Identity with students but thinks the mathematics is too advanced. Linnea Reyes-LaMon and Eric Scott are MƒA Master Teachers and mathematics teachers at Beacon High School in Manhattan.

Physical Computing with Raspberry Pi Facilitator: MƒA Master Teacher Renne Castro THURSDAY, FEB 13 MƒA  COMPUTER SCIENCE AND TECHNOLOGY + PLEASE NOTE: AS A PRE-REQUISITE FOR THIS COURSE, TEACHERS SHOULD BE COMFORTABLE WITH PYTHON PROGRAMMING OR SIMILAR PROGRAMMING LANGUAGES.

Raspberry Pi is a powerful microcomputer with the capability to control physical devices and retails for less than $40. With advancements in technology, there are more devices gathering information and communicating

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Single Session Workshops with us than ever before. Perhaps you’ve considered a

Queer Your Classroom! Facilitator: MƒA Master Teacher Jamie Kubiak

protocol for implementing QFT and suggestions for problems and topics within their content areas which

WEDNESDAY, APR 1

are compatible with the technique.

MƒA

Matthew Fischler is an MƒA Master Teacher and mathematics teacher at

home security system that notifies you when someone

 INQUIRY, PRACTICE, AND LEADERSHIP

approaches your door or an app that remotely allows

Queer people are frequently marginalized in STEM

you to feed your pets? Through its ability to interact

classrooms. As educators, we have an opportunity

with sensors and motors, coupled with the power of

to not only include, but also normalize, represent,

programming in Python, Raspberry Pi can make these

and celebrate LGBTQIA+ people in science and

MONDAY, JUN 8

and many more projects a reality. Join us to learn how

mathematics. This workshop is for any teacher (queer or

MƒA

Raspberry Pi and physical device programming bring

ally) who wants to expand their knowledge and practice

 MATHEMATICS

new life to teaching computer science concepts and

about how to best support, represent, and affirm

can be powerful tools to engage and inspire students.

Piaget wrote, “Proportional reasoning is widely

queer students in their classrooms. By the end of this

recognized as a capability which ushers in a significant

Renne Castro is an MƒA Master Teacher and computer science teacher

workshop, teachers will explore the problems that arise

at Bayside High School in Queens.

conceptual shift from concrete operational levels

when queer students are not affirmed, identify areas

of thought to formal operational levels of thought.”

of opportunity in STEM curricula, name and work on

How are your students doing with that shift? Do your

areas of improvement in practice, and collaborate with

students lack an intuitive understanding of proportional

teachers to redesign curriculum to be inclusive of queer

relationships? Do they have trouble envisioning

identities. Shared expertise will play a significant role in

fractions? In this workshop, we will look at how teachers

WEDNESDAY, MAR 25

developing each teachers’ understanding and capacity

MƒA

can use engaging manipulatives to build a clearer

to impact change, not only in their classrooms, but also

 SCIENCE

understanding of fractions and proportional reasoning.

within their schools and the community at large.

+ PLEASE NOTE: TEACHERS SHOULD BRING ALL NECESSARY MATERIALS TO PRESENT THEIR DEMO AT MƒA.

Using tools such as pattern blocks and Cuisenaire rods,

Jamie Kubiak is an MƒA Early Career Teacher and science teacher at Park

students of any age can build foundational fraction

East High School in Manhattan.

concepts they may have missed in their early years.

Physics From Top to Bottom - Spring Demo Derby Facilitators: MƒA Master Teachers Jared Jax and Marieke Thomas

Spring semester physics contains a hodgepodge of conceptually challenging topics that can leave students baffled. Good demos can keep lessons current, make learning attractive, and let your students wave goodbye to misconceptions. In this workshop, each teacher will share a demo or activity illuminating a principle of electrostatics, circuits, magnetism, waves, or modern physics, OR an idea for Regents review, along with a short written description for other teachers to replicate the demo in their classrooms. Every teacher will walk away with new ideas and activities to help students discover the strange charm of physics. Jared Jax is an MƒA Master Teacher and science teacher at Staten Island Technical High School on Staten Island. Marieke Thomas is an MƒA Master Teacher and science teacher at The Bronx High School of Science in the Bronx.

Reteaching Fractions and Proportions Facilitator: MƒA Master Teacher Sarah Leaman

Though these manipulatives are often used in K-5

Question Formulation Technique for Improving Engagement Facilitator: MƒA Master Teacher Matthew Fischler TUESDAY, MAY 19 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

classrooms, teachers of ALL grade levels are invited to join in this exploration which aims to scaffold for students who need the most support with these basic concepts. Sarah Leaman is an MƒA Master Teacher and mathematics teacher at P.S. 321 William Penn in Brooklyn.

Classroom dynamics often suffer from a lack of student agency. The Question Formulation Technique (QFT) is a simple yet effective model which inspires curiosity by

Sidewalk Math Facilitator: MƒA Master Teacher Brian Palacios

directing class discussions toward student-generated

MONDAY, MAY 11

questions. This workshop will provide tools to math and

MƒA

science teachers who wish to improve engagement through academic choice and inquiry. Teachers will learn about and participate in a structured yet flexible system of eliciting rich questions from groups of students. Specifically, teachers will take away a concrete

Bayside High School in Queens.

 MATHEMATICS

Public displays of mathematics are rare. Join us as we push back on this norm with sidewalk math, mathematics that is done on public sidewalks. Using chalk and some ingenuity, we will create inviting MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Single Session Workshops

Social Justice Data Fair Facilitator: Flannery Denny WEDNESDAY, MAY 13

outdoor spaces near MƒA where the general public

MƒA

can think about and do mathematics. After chalking up

 MATHEMATICS

the neighborhood, we will explore how to bring this

Through scaffolded independent and collaborative

outward-facing stance on mathematics to our students.

projects, conversations with older students about their

Brian Palacios is an MƒA Master Teacher and mathematics teacher at

posters, and keynote talks by activists focusing on the

Bronx Center for Science and Mathematics in the Bronx.

role of data in their advocacy work; social justice data fairs provide an opportunity for students to learn to

Simple Animation With Google Slides Facilitator: MƒA Early Career Teacher Derek Stampone

recognize data as a valuable tool for understanding real-world issues and advocating for change. For the past ten years, the annual social justice data fair at

WEDNESDAY, MAR 4

Manhattan Country School (MCS) has engaged students

MƒA

in grades 1-8, parents, and faculty from all disciplines

 COMPUTER SCIENCE AND TECHNOLOGY

in conversations about graphs, infographics, and issues

+ PLEASE NOTE: MAR 4 IS A DOE PARENT TEACHER CONFERENCE DATE FOR ELEMENTARY SCHOOLS AND K-8 SCHOOLS.

that our middle school students are passionate about. This workshop will focus on concrete examples of how teachers at MCS scaffold student data fair projects for

Often in a science or mathematics classroom, the essential underlying phenomenon of a concept is best understood through moving images. For

Simple Mathematics for Leadership Decisions Facilitator: Margaret Cheng

example, creating constant velocity or constant

THURSDAY, MAY 28

acceleration motion diagrams in a physics classroom

MƒA

are better grasped with imagery. But when asking students to demonstrate their learning by creating visual representations, students often produce static representations. In this course, teachers will learn how to bring visual representations to life using Google Slides presentation and the tool TallTweets as a way for students to animate their learning. Transforming slides into GIFs opens up differentiation in both the presentation of concepts and the demonstration of learning. Teachers will leave this workshop with a working animation they can use in class the very next day. Derek Stampone is an MƒA Early Career Teacher and science teacher at The High School for Fashion Industries in Manhattan.

 MATHEMATICS

Leaders make decisions. They decide on courses of action that respond to what has happened and what they predict to happen. They do this by interpreting the “signal” through the current over availability of information, and often the mathematics and logic they use is rather simple and elegant. In this workshop, we

various grade levels and some of the academic benefits and opportunities this work has presented. We will also discuss the process and opportunities created by expanding a grade-level project into a school-wide event that engages families. We will dedicate a portion of our time together to thinking about implementation in our schools and collectively brainstorming solutions to the obstacles that might hold us back from starting a project like this. Flannery Denny (@mathtrailmaker) is passionate about connecting young people to their communities and making mathematics relevant. Currently based in south Louisiana, she started her career as an NYC

will explore concepts written about in Nate Silver’s

Teaching Fellow. Drawing on 16 years of classroom teaching experience

book The Signal and the Noise, real business world

in urban, rural, public, and independent schools, Flannery develops

applications of simple mathematics for leadership decisions, and ways to evaluate decisions in order to make them better. Margaret Cheng is currently a Director on Citigroup’s ICG Analytics

workshops for educators and place-based math activities for public spaces around the country. Several of Flannery’s articles about her original social justice math activities have been featured in Rethinking Schools and one was included in the second edition of Rethinking Mathematics.

team and holds an S.B. from MIT in Electrical Engineering and Computer Science.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Single Session Workshops

Or are you thinking of starting a forensic science class at your school but don’t know where to start? The goal of this workshop is to become familiar with topics in

The Socratic Circle Facilitators: MƒA Master Teachers Kelly Hudson, Michael Paoli, and Diane Pflug

forensic science that could be taught as a stand-alone class or as part of the science curriculum for a Regents

Sustainability Open Space Summit Facilitators: Joy Rifkin and MƒA Director of Professional Development Leah Hirsch WEDNESDAY, MAR 18 MƒA

course. This session is best suited to high school science

 INQUIRY, PRACTICE, AND LEADERSHIP

MONDAY, JUN 8

teachers, though all grade levels and subjects are

Are you looking for collaborators in your journey to fight

MƒA

welcome. Teachers will participate in hands-on forensic

climate change? Do you feel inspired to teach eco-

 INQUIRY, PRACTICE, AND LEADERSHIP

science activities, explore the multidisciplinary nature of

literacy and fix your school building’s broken recycling

Interested in having juicy student-led discussions in

forensic science, and brainstorm how to infuse forensic

system? Have you been hoping to find other STEM

your math or science classroom? Want to push your

science into the classes they currently teach. Teachers

educators who share your passion for climate justice?

questioning and discussion pedagogy to the next level

will walk away with a treasure trove of forensic science

If you answered yes to any of these questions, please

in accordance with the Danielson rubric? Then the

resources, ideas on how to get started, and a network of

join us for a night of connecting and supporting one

Socratic Circle is just for you! The Socratic Circle is one

colleagues with whom to share ideas.

another in this crucial and important work. In addition

way to engage students in an authentic discussion,

Bianca Brandon is an MƒA Master Teacher and science teacher at Staten

to networking with MƒA teachers, participants will also

encourage them to take ownership of their opinions,

Island Technical High School in Staten Island.

have the opportunity to hear from partner organizations including the DOE Office of Sustainability, EcoRise, the

and foster relationship building through meaningful conversation. During this session, you will not only participate in a Socratic Circle, but you will also learn techniques to help your students ask better questions, prepare for discussion, and communicate with each other more clearly. Time will also be given at the end of the session to brainstorm how to implement the techniques shared in your own classroom.

Supporting Comprehension Through Text Adaptation Facilitators: MƒA Master Teachers Jesusa Merioles and Ernesto Tabajonda TUESDAY, APR 21 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

Children’s Environmental Literacy Foundation, SolarOne, and more who are committed to providing tools and support to NYC teachers to find climate solutions in their schools, classrooms, and beyond. Joy Rifkin is a Sustainability Specialist with the NYCDOE Office of Sustainability, helping to inspire the next generation of environmental stewards. Joy received a dual degree in Biology and Environmental Studies from the University of Wisconsin where as an undergraduate,

Kelly Hudson is an MƒA Master Teacher and mathematics teacher at

Access to text is crucial for students to be successful in

Scholars’ Academy in Queens.

mathematics and science. This single session workshop

Michael Paoli is an MƒA Master Teacher and mathematics teacher at Ella

is designed for teachers whose students struggle to

college, she taught middle school science at Pablo Casals Elementary

Baker School in Manhattan.

interact with and elicit information from texts. We will

School in Chicago, Illinois.

Diane Pflug is an MƒA Master Teacher and science teacher at Lower

explore various strategies on how to make readings

Leah Hirsch is the Director of Professional Development at Math for

Manhattan Community Middle School in Manhattan.

accessible through text modification and scaffolds.

America.

she helped implement the composting system at the Madison Children’s Museum and coordinated the organization Big Red Go Green. After

We will compare adapted and unadapted texts, look at

Solving the Mystery: Incorporating Forensic Investigations Into Science Class Facilitator: MƒA Master Teacher Bianca Brandon

various samples of modified science and math texts, and work in groups to adapt a text using a specified lens. By the end of this workshop, teachers will walk away with

Talk to Anyone! Improv for Professional Networking Facilitator: Jill Frutkin

MONDAY, APR 27

a variety of text adaptation strategies they can use with

THURSDAY, MAR 12

MƒA

their students.

MƒA

 SCIENCE

Are you or your students fans of the Investigation Discovery channel, Law and Order: SVU or Buzzfeed Unsolved? Are you looking for a way to engage your students in solving a mystery while they learn science?

Jesusa Merioles is an MƒA Master Teacher and science teacher at the International Community High School in the Bronx. Ernesto Tabajonda is an MƒA Master Teacher and mathematics teacher at the International Community High School in the Bronx.

 INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: MAR 12 IS A DOE PARENT TEACHER CONFERENCE DATE FOR MIDDLE SCHOOLS AND DISTRICT 75 PROGRAMS.

Tired of trying to generate small talk over pizza at MƒA or in another professional networking setting and

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Single Session Workshops

Larisa Bukalov and Bobson Wong are MƒA Master Teachers and

This course will be facilitated by a researcher from Perimeter Institute.

mathematics teachers at Bayside High School in Queens.

Perimeter Institute is a leading center for scientific research, training, and educational outreach in foundational theoretical physics.

awkwardly stalling for time until something comes up that you can actually talk about? Don’t be so hard on

Using Markov Chains to Win at Blackjack Facilitator: MƒA Master Teacher Dave Richardson

yourself! How many of us have degrees in small talk

THURSDAY, MAY 7

and networking? And how many of us actually practice

MƒA

these skills? Probably few to none - until now. Join us

 MATHEMATICS

as we use improv-based techniques to practice active

+ PLEASE NOTE: MAY 7 IS A DOE PARENT TEACHER CONFERENCE DATE FOR ELEMENTARY SCHOOLS AND K-8 SCHOOLS.

listening, small talk, conversation, and confidence. Teachers will leave with ways to introduce themselves, activities they can continue to improve upon AND use with people of all ages, and an increased sense of

Have you ever wondered what the probability is of

Founded in 1999 in Waterloo, Ontario, Canada, its mission is to advance our understanding of the universe at the most fundamental level, stimulating the breakthroughs that could transform our future. Perimeter also trains the next generation of physicists through innovative programs and shares the excitement and wonder of science with students, teachers and the general public.

Who Owns Your Cells? Facilitator: MƒA Master Teacher Cathy Kim

winning at the blackjack table? In this workshop, we will

TUESDAY, MAY 19

build probability matrices to solve questions pertaining

MƒA

to random walks and Markov chains, explore topics

 SCIENCE

within Stochastic processes that involve randomness,

If a scientist had a few of your cells, would you care?

an MST from Pace. She taught in the NYC DOE’s D75, and has trained

and use these matrices to calculate our expected value

What if your cells were used for the greater common

four cohorts of new Special Education Teaching Fellows. Jill currently

of winning games of chance. Working knowledge of

good? Are these cells even yours in the first place?

teaches with The Engaging Educator, is the Director of Special

Gaussian elimination is recommended for this course

Grapple with these questions in this workshop as we

Education Programs for Stages On The Sound, and a Field Manager for

and a refresher packet will be shared prior to the

connect cells, reproduction, and social justice through

workshop.

a case study on Henrietta Lacks. Henrietta was the

Dave Richardson is an MƒA Master Teacher and mathematics teacher at

involuntary donor behind the first human immortal

Gramercy Arts High School in Manhattan.

cells. Her cells have generated billions of dollars for

comfort in any social or professional setting! Jill Frutkin is an actor, writer and educator with a BFA from NYU and

The Harnisch Foundation’s Funny Girls.

Teaching Mathematics as a Language Facilitators: MƒA Master Teachers Larisa Bukalov and Bobson Wong WEDNESDAY, MAR 11 MƒA  MATHEMATICS

If mathematics is a language, shouldn’t that inform how we teach it? Thinking about mathematics as a language allows us to more effectively teach and support our students, particularly our English Language Learners. In this workshop, we will examine some of the problems that arise when using mathematical symbols, discuss strategies for fostering mathematical communication, and explore how to promote mathematical precision for all students. We will also discuss social-emotional learning and culturally responsive teaching techniques (described in more detail in the facilitators’ book, The Math Teacher’s Toolbox) that can improve students’ mathematical fluency and confidence. Mathematics teachers at all levels are welcome.

the medical industry, yet her family was unaware of her

What’s New in Physics? Facilitator: TBD

contributions. Join us as we explore her story through the book The Immortal Life of Henrietta Lacks, debate

MONDAY, APR 27

who owns your cells, and discuss ways to align the book

MƒA

with content and skill standards. Resources including a

 SCIENCE

In this workshop, teachers will explore one of the most exciting topics in physics today – black holes! Join us to learn how the Event Horizon Telescope image of M87* was taken and what it means for the future of astronomy. Teachers will also experience a series of

unit plan, additional anchor texts, and published student work will be reviewed and shared. This workshop is ideal for middle school science and Living Environment teachers. Cathy Kim is an MƒA Master Teacher and science teacher at Washington Heights Expeditionary Learning School in Manhattan.

hands-on activities to learn how gravitational waves are detected and what they can tell us about black holes. Lastly, teachers will learn how to bring these cuttingedge topics back to the classroom using everyday materials such as stretchy fabric, cans of food, pencils, and rubber bands. This workshop is best suited for high school physics teachers who would like to hear directly from the experts about why these discoveries are so important, and what’s coming next!

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Interest Groups Interest Groups are 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.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Interest Groups

know what it is all about. We’ll talk about how students can learn about AI inside and outside of the classroom,

Alternatives to Testing for Forensics Facilitator: MƒA Master Teacher Hayley Bonanni MONDAY, MAR 9

as well as socio-economic issues brought about by AI

WEDNESDAY, MAR 11

now and in the near future. Together, we’ll explore ways

MƒA

to introduce these ideas into the computer science classroom.

Are you interested in teaching a forensics class that is

 SCIENCE

Are you interested in meeting with other MƒA chemistry teachers? In this group, teachers will share resources

MƒA  SCIENCE

Chemistry Meet-Up Facilitator: MƒA Early Career Teacher Jamie Kubiak

Baseball with a Science and Mathematics Twist Facilitator: MƒA Master Teacher Daniel Salamon

free of conventional assessment? If you prefer projects,

THURSDAY, APR 23

opinion papers, and other alternatives to examinations,

MƒA

with each other, talk about best practices in teaching chemistry, and work together to improve pedagogy and knowledge in specific topics.

then this interest group is for you! Bring your own

 INQUIRY, PRACTICE, AND LEADERSHIP

examples and come gather ideas from others as we

Are you interested in discussing how the game of

build a portfolio of alternative assessments that can be

baseball has changed over time from the point of view

adapted for other classes as well.

of a mathematician or physicist? We will study America’s

FRIDAYS, MAR 27, APR 24, MAY 15

favorite pastime by analyzing statistics, the dimensions

MƒA

AP Chemistry Meet-Up Facilitator: MƒA Early Career Teacher Anoopa Singh

of baseball stadiums, the material of which bats and balls are made, and so many more aspects of the game.

 SCIENCE

Are you interested in meeting other AP Chemistry teachers? With the new College Board curriculum it will

Board Games and Math Facilitators: MƒA Master Teachers Patrick Cox, Andrea Kung, and Ryan Sajac THURSDAY, FEB 27

be essential to work together to understand the changes

WEDNESDAY, MAR 25

we may need to make to improve our course. All AP

MƒA

Chemistry teachers are welcome to join this forum for questions, concerns, and ideas. Join us as we look at best teaching practices for the somewhat elusive AP course.

 MATHEMATICS + PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you interested in playing board games and learning the mathematics behind them? Join us as we play assorted games of varying difficulty. Selections

Artifical Intelligence in the CS Classroom Facilitator: MƒA Master Teacher Peter Brooks

will include games of deception such as Avalon or Spyfall, and deeply complex strategy games such as

TUESDAYS, FEB 25, MAR 17

Terraforming Mars or Settlers of Catan. If you have

MƒA

enjoyed playing any board game before, there will be a

 COMPUTER SCIENCE AND TECHNOLOGY

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you interested in playing chess with other

MONDAY, MAR 2 MƒA

Chess Club Facilitators: MƒA Master Teachers Alexander Lord and Zhani Joanidhi

mathematics and science teachers? Join the MƒA Chess Club and dive into the ultimate game of strategy. All skill levels are welcome to join, from beginners to grandmasters and all those in between!

Climate Change Awareness Facilitators: MƒA Master Teachers Jerry Citron and Tsee Lee WEDNESDAY, MAY 27 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

Are you interested in discussing climate change awareness in the media? Join us to take a look at various examples of how climate change is covered by climate scientists, various news outlets, and more.

board game for you!

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you interested in talking about Artificial Intelligence (AI) with your students? There’s so much buzz about AI techniques and claims that many students want to

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Interest Groups

Getting Started with Grant Writing and DonorsChoose Facilitators: Andy Yung and MƒA Master Teachers Steven Oszust and Jordan Wolf

Creating Modular Worksheets for Regents Exam Practice Facilitators: MƒA Master Teachers Charlie Michaelson and Brittany Murdock

TUESDAY, MAR 10 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

WEDNESDAY, APR 29

Are you interested in acquiring resources for your

MƒA

classroom but don’t quite have the budget to do so? Are you tired of competing with your colleagues to sign out

 MATHEMATICS

school cameras, computers, or science supplies? Do

Are you interested in developing worksheets composed

you need consumables year after year for a project or

of Regents problems without having the exact same

lab? If so, look no further than DonorsChoose. Join us

problems year after year? This group will provide you

as we teach you the art of grant writing and help you to

with access to a spreadsheet database of past Regents

write and submit your own DonorsChoose grant. The

problems (Geometry and Algebra II) in which numbers

skills learned in this session will be transferable to many

and answers re-generate each time you print out a new set. Knowledge of Microsoft Excel is beneficial but not required. Instructions will be provided on how to make your own custom worksheets.

Education Research Journal Club Facilitator: MƒA Early Career Teacher Max Chomet WEDNESDAYS, MAR 18, APR 1 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you interested in keeping up with recent research on

Elementary Amplify Science Collaborative Planning Facilitators: MƒA Master Teachers Jean Hourihane and JoEllen Schuleman MONDAY, FEB 10 MƒA

evidence-based insights we can bring into our own classrooms.

Hands-On and Minds-On Learning With Science Take-Out Facilitators: MƒA Master Teachers Aja Brown and Angelique Tarazi

 SCIENCE

MONDAYS, MAR 23, APR 6

Are you interested in learning about Amplify’s resource

MƒA

slides and benchmark assessments? Join us as we work

 SCIENCE

to condense some of the curricula to fit 45 minute

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

science blocks and support student learning across the elementary grades.

teaching and learning? Join us as we read and discuss recent publications and determine if there are any new

other grant applications as well.

Are you interested in exploring and modifying Science Take-Out kits? These pre-packaged, easy to use kits provide introductory activities with specific procedures,

Exploring and Advocating for Regents Exam Alternatives Facilitator: MƒA Master Teacher Trisha Bechard

clear and colorful illustrations, basic manipulative models, and safe simulation. Let’s work together to modify a few of these activities for ALL learners.

MONDAY, MAR 16 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

Are you interested in advocating for systems of student evaluation that are more meaningful than the Regents exams? Join us as we explore Regents alternatives and work to advocate for better assessments. Come and be a part of what happens next!

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Interest Groups MƒA Game Night Facilitators: MƒA Master Teachers Aaron Loboda, Deborah Reich, and Matt Steiniger

MƒA Trivia Night Facilitators: MƒA Master Teachers Peter D’Amico and Theresa Stanley FRIDAY, APR 24 MƒA

Are you interested in putting all of the science and

ways to integrate the Three Dimensions of Learning into our middle school science classrooms.

Molecular Biology Teacher Meet-Up Facilitator: MƒA Master Teachers Jason Econome and Megan Wallner

FRIDAYS, MAR 27, APR 24, MAY 15

mathematics facts you’ve acquired to good use?

WEDNESDAY, FEB 12

MƒA

Come hang out at this Friday night showdown and

MƒA

 INQUIRY, PRACTICE, AND LEADERSHIP

demonstrate your trivia prowess!

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you interested in strategy and diplomacy or backstabbing and intrigue? How about learning and

 SCIENCE

Are you interested in revitalizing the molecular biology

Microplastic Madness Film Screening Facilitator: MƒA Master Teacher Adam Zaid

unit of your Living Environment curriculum with great laboratory activities? Join us to learn about facilitating

sharing new games and socializing with your colleagues

FRIDAY, FEB 28

student inquiry-based projects and acquiring the

in an informal setting? If so, the MƒA Game Night is just

MƒA

needed resources to support them.

for you! We encourage you to BYO Game to share!

 SCIENCE

Are you interested learning how a group of eleven

MƒA Teacher Poker Facilitators: MƒA Master Teachers Peter Sell and Paul Winston FRIDAY, MAR 27 MƒA + PLEASE NOTE: TEACHER POKER BEGINS PROMPTLY AT 5:30 P.M., SO ALL PLAYERS SHOULD ARRIVE NO LATER THAN 5:15 P.M. TEACHERS WILL PLAY TEXAS HOLD’EM POKER. THIS IS A COMPETITIVE GAME NOT SUITABLE FOR BEGINNERS, SO PLEASE ONLY REGISTER IF YOU ARE FAMILIAR WITH TEXAS HOLD’EM.

Shuffle up and deal! Show off your poker skills at our

year olds in Brooklyn dive deep into the root causes of plastic pollution? Microplastic Madness is the story of 56 fifth graders from P.S. 15 in Red Hook, who are

MONDAYS, MAR 16, MAY 11, JUN 8

living on the frontline of the climate crisis and whose

MƒA

actions on plastic pollution morph into extraordinary leadership and scalable victories. This film includes

big poker event this spring. Teachers who place in the top four of the March teacher tournament will attend the 2020 MƒA Poker Night Tournament, a fundraising

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

stop-motion animation, heartfelt kid commentary, and

Are you interested in making music with your colleagues

interviews with experts and renowned scientists who

at MƒA? Our goal is to connect MƒA teachers with

are engaged in the most cutting edge research on the

musical backgrounds so that we can collaborate and

harmful effects of microplastics. You can view the trailer

perform together. All musical styles are welcome. We

at cafeteriaculture.org.

also want to create a space where teachers can discuss music, its relationship to mathematics and science, and

MƒA Teacher Poker Tournament! Join us to compete against other MƒA teachers for the chance to play at our

Musicians Meet-Up Facilitators: MƒA Master Teachers Lisa Bueno and Andy Deegan

Middle School Science: Aligning Practice to New Standards Facilitator: MƒA Master Teacher Christa Buccola

the role it should play in our students’ education.

WEDNESDAY, APR 22

event for MƒA, at the St. Regis Hotel on Thursday, April

THURSDAY, MAY 28

23, 2020. The top two teachers will get to play alongside

MƒA

MƒA Founder Jim Simons and other poker pros that

 SCIENCE

evening.

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you interested in discussing and collaborating on lessons aligned to the new NYS Science Learning Standards? This meet-up is focused on brainstorming

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Interest Groups Ocean Science, the Next Wave Through Competition Facilitators: MƒA Master Teacher Kimberly LauHoang and Stephan McClellan

Practice Your Poker Face for the MƒA Poker Tournament Facilitators: MƒA Master Teachers Shelley Gold, Diane Pflug, and Lauren Schulman WEDNESDAY, FEB 26 MƒA

Spicing up Review Facilitators: MƒA Master Teacher Yangmin Lee and Maria Leon Chu MONDAY, MAY 4 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

Are you interested in practicing your poker skills for the

Are you interested in more meaningful review strategies

THURSDAY, FEB 13

MƒA Poker Tournament? Join us for a no-stakes friendly

that help students hone their skills and deepen their

MONDAY, JUNE 1

game of Texas Hold’em and explore some techniques

knowledge while keeping them motivated and actively

MƒA

behind the game to help refine our skills. No experience

engaged? As we prepare our students for standardized

is necessary.

tests, review can become increasingly boring and

 SCIENCE + PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you interested in exciting your science students through competition? The National Ocean Science Bowl is a great way for students to gain exposure to all of the ocean science careers. This competition also helps today’s students become stewards of tomorrow’s oceans by immersing them in oceanic sciences. Join us

disengaging. In this interest group, we will explore

Practices That Help Students Monitor Their Learning Journey Facilitators: MƒA Master Teacher Ariel Thompson

ideas and resources for fun and effective review and also collaborate to create review activities for our classrooms.

TUESDAY, APR 28 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

Starting a New Elective Facilitator: MƒA Master Teacher Katherine Cooper

as we explore the objectives and inner workings of the

Are you interested in tools, systems, and practices

MONDAY, MAY 11

competition through a student’s eyes.

designed to help students monitor their academic

MƒA

progress over time? Together, we will share these

Overbooked Facilitators: MƒA Master Teachers Phylicia Hoyt and Theresa Stanley MONDAY, FEB 24 WEDNESDAY, MAR 18

Are you interested in sharing your passions with your

the classroom. In discussing our ideas, we can begin

students? What if we could turn these passions into

thinking about developing a PLT aimed at reflecting

courses? Join us as we discuss elective courses we

on and evaluating practices that enhance student

would like to start or have already started. We will spend

awareness and agency over academic progress.

time discussing the challenges faced and the advice we would give to someone starting out. We will also

TUESDAY, APR 21 MƒA + PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you interested in reading for...FUN? Join our book club as we read books for enjoyment! We will let you know the book with plenty of time to read it before we meet.

 INQUIRY, PRACTICE, AND LEADERSHIP

tools and practices, and explain how we use them in

SCUBA Diving Interest Group Facilitator: MƒA Emeritus Teacher Ofra Biener THURSDAY, MAR 26

brainstorm ideas and steps to take to make a new course a reality or revamp and update an elective already being taught.

MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

Are you interested in SCUBA diving? Whether you’re an avid diver or wondering if it’s right for you, come meet like-minded adventurers to share experiences and learn more about this thrilling hobby.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Interest Groups Sustainability in Schools Facilitators: MƒA Master Teachers Katie McCarthy and Scott Wassmuth

UFT Chapter Leaders and Delegates: Fostering Leadership Facilitators: MƒA Master Teachers David Price and Robert Robinson

VPython in the Physics Classroom Facilitator: MƒA Master Teacher Katie Davey TUESDAYS, MAR 3, APR 7 MƒA

TUESDAY, MAR 31

 COMPUTER SCIENCE AND TECHNOLOGY

MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

Are you interested in meeting other chapter leaders and

Are you interested in incorporating a visual module of

 SCIENCE

UFT delegates within the MƒA community? Join us as we

Python into a physics curriculum? Join us as we create

+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

establish our own network within MƒA so that we can

3D diagrams and animations, as well as create or edit

all improve our leadership skills, learn from each other’s

physics based Python assignments.

Are you interested in incorporating sustainability

experiences, and assist each other in having a successful

into your curriculum? Are you a new sustainability

year!

MONDAYS, MAR 2, APR 20, MAY 18 MƒA

coordinator looking to share best practices for getting your Green Team/Sustainability Club up and running? Do you want to gain ideas for an existing club or team? Then this interest group is for you. All are welcome, from those new to sustainability to veteran tree-huggers and zero-wasters.

Unpacking the Next Generation Mathematics Learning Standards Facilitators: MƒA Master Teachers Maria Leon Chu and Brian Frechtman MONDAY, APR 27 MƒA

Teacher-Developed Climate Change Lessons for Physics and Chemistry Classrooms Facilitators: MƒA Master Teacher Ross Pinkerton and Gilana Reiss

 MATHEMATICS

Are you interested in exploring the new Mathematics Learning Standards to better prepare your students for the upcoming curricular changes? In September

MONDAY, MAR 30

of 2020, the NYS Next Generation Learning Standards

MƒA

will be fully implemented. Mathematics teachers at

 SCIENCE

any grade level are welcome to join us in analyzing key

Are you interested in teaching physics or chemistry

documents and resources to help ease the transition.

lessons related to climate change? Join us as we share

We will take a closer look at the new standards in

varied lesson plans including labs, inquiry projects,

comparison to the current Common Core standards,

research assignments, and more that were developed in

and track the progression of important skills through the

a climate change PLT during spring 2019. We will browse

grade levels to help students make connections across

the lessons and then adapt them to the needs of our

concepts and skills. Teachers will leave with a better

own classes!

understanding of the new standards and resources to share within their school community.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Affinity Groups + PLEASE NOTE: FOR ALL AFINITY GROUPS, YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY.

LGBTQIA+ Affinity Group Facilitators: MƒA Master Teacher Kit Golan and MƒA Early Career Teacher Jamie Kubiak MONDAY, MAR 16 TUESDAY, MAY 12 MƒA

Are you interested in meeting other queer educators

Asian-American Educators Affinity Group Facilitators: MƒA Master Teacher Brian Lam, Sin Li, and Cathy Xiong

in the MƒA community? Collaborate and recharge with like-minded LGBTQIA+ STEM teachers and discuss the common challenges we may face. Our agenda will be

FRIDAYS, MAR 27, MAY 15

set by the needs of our community. We will be screening

MƒA

a queer classic movie at the May affinity group session!

Are you interested in joining a group of Asian American educators to share experiences and discuss the challenges faced by Asian Americans in the field of education? Our goal is to encourage and support one another as we add our voices to the education dialogue. Through social, cultural, and educational experiences, we hope to raise awareness of our identity and foster unity in education.

Black, Latino, & POC Educators Affinity Group Facilitators: MƒA Master Teachers Michelle Sims and MƒA Early Career Teacher Josh Modeste FRIDAYS, FEB 28, MAR 27, APR 24, MAY 15 MƒA

Are you interested in joining a group of Black, Latino, and POC educators to discuss the experiences and challenges faced by people of color in the world of education? Join us as we consider the issues faced by our communities and support one another in our

Middle Eastern and North African (MENA) Affinity Group Facilitator: MƒA Master Teacher Sarah Tazghini FRIDAYS, FEB 28, APR 24 MƒA

Are you interested in joining a group of Middle Eastern, North African (MENA), and Muslim educators to discuss the educational experiences and challenges faced by both teachers and students in this community? This particular group is growing vastly within our school systems. Join us as we work together to support each other and our students.

West Indian/Caribbean Affinity Group Facilitator: MƒA Master Teacher Stephen Jackson FRIDAY, APR 24 MƒA

endeavors in STEM education. We will meet roughly

Are you interested in joining a group of West Indian/

once per month, and our agenda will be set by the

Caribbean educators to discuss the educational

needs of our community.

experiences and challenges faced by both teachers and students in this community? Join us as we work through these challenges, while also providing support and mentorship to each other and other MƒA teachers in our endeavors in STEAM education.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Thursday Thinks Thursday Thinks are monthly events, open to both MƒA teachers and their colleagues from the larger math and science community. This speaker series features engaging and accomplished experts who delve into cutting edge topics in math, science, and education.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Thursday Thinks

appointment in Curriculum Instruction and Special Education. Berry

mathematics and programming, and how that might

teaches mathematics methods courses in the teacher education

change the way we think about both.

program and graduate level mathematics education courses. He is a former middle school teacher and was twice named Teacher of

Jeremy Kun received his Ph.D. in mathematics from the University

the Year in Virginia. Berry is the lead developer of an observation

of Illinois at Chicago. He is the author of the book, “A Programmer’s

instrument, Mathematics Scan, which measures standards-based

Introduction to Mathematics,” and the blog, “Math ∩ Programming,”

mathematics teaching practices. Berry has published over 100

where he writes about the interesting ways math and computer science

publications. His articles have appeared in the Journal for Research

intersect. He currently works as a software engineer at Google on

in Mathematics Education, Journal of Teacher Education, and the

datacenter planning and optimization.

American Educational Research Journal. Berry is a two-time recipient of NCTM’s Linking Research and Practice Publication Award, recognized as the 2011 Mathematics Educator of the Year by the Virginia Council of Teachers of Mathematics, and received the University of Virginia’s All University Teaching Award in 2011. Dr. Berry received his Bachelor of Science degree from Old Dominion University, his master’s degree from Christopher Newport University, and he holds a Ph.D. from the University of North Carolina at Chapel Hill.

Examining Identity, Agency, Positionality and Authority in Mathematics Teaching Speaker: Robert Berry III, Ph.D. THURSDAY, FEB 6 GERALD R. FISCHBACH AUDITORIUM 160 FIFTH AVENUE, 2ND FLOOR, NEW YORK, NY 10010

The Science of Love Speaker: Bianca Jones Marlin, Ph.D.

 INQUIRY, PRACTICE, AND LEADERSHIP

In this talk, Dr. Robert Berry III unpacks the relationship

THURSDAY, APR 2

between mathematics teaching and identity, agency,

GERALD R. FISCHBACH AUDITORIUM 160 FIFTH AVENUE, 2ND FLOOR, NEW YORK, NY 10010

positionality, and authority. Specifically, this talk

 SCIENCE

focuses on connecting the theoretical lens of equitable mathematics teaching and learning to practical applications. He will use the voices of students and teachers to examine how tasks, discourse, and engagement positions them as mathematically

Programming as a Vehicle for Math Speaker: Jeremy Kun THURSDAY, MAR 5

competent. He will unpack mathematical discourse as

GERALD R. FISCHBACH AUDITORIUM 160 FIFTH AVENUE, 2ND FLOOR, NEW YORK, NY 10010

a framework for connecting mathematics to identity

 COMPUTER SCIENCE AND TECHNOLOGY

and agency. The discussions of teaching practices that cultivate identity, agency, positionality, and authority are grounded in the work of the National Council of Teachers of Mathematics (NCTM). Robert Q. Berry III, Ph.D., is President of the National Council of Teachers of Mathematics (NCTM), the world’s largest mathematics

In this talk, Jeremy Kun will use stories, examples, and demonstrations to describe how programming can add excitement and curiosity to mathematical topics, both in pedagogy and in practice. He will demonstrate what areas of math have helped him write programs, and

In this talk, Dr. Bianca Jones Marlin examines the brain dynamics of one of the most treasured and mysterious relationships - the bond between mother and child. Dr. Marlin’s work elucidates how the brain adapts to care for a newborn and how a baby’s cry can control adult behavior. Her research focuses on neurochemicals that drive these vital bonds, such as the “love drug” oxytocin, to inform treatments used to strengthen fragile and broken parent-child relationships. Bianca Jones Marlin is a neuroscientist and postdoctoral researcher at Columbia University in the laboratory of Nobel Laureate Dr. Richard Axel, where she investigates transgenerational epigenetic inheritance,

education organization. Berry is a Professor in the School of Education

the areas of math that programming makes accessible.

or how traumatic experiences in parents affect the brain structure

and Human Development at the University of Virginia, with an

Dr. Kun will pitch a vision for education that integrates

of their offspring. She holds a Ph.D. in neuroscience from New York

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Some of the stories will be heartbreaking, others will be

Thursday Thinks

hilarious, but they will all be true and very personal. Nisse Greenberg is a Senior Producer with the Story Collider. He is also an educator and storyteller who has won multiple Moth StorySlams and First Person Arts Slams. He teaches math to high school students and

University, and dual bachelor degrees from St. John’s University, in

storytelling to adults. He is the person behind the shows Drawn Out,

biology and adolescent education. Dr. Marlin’s research has been

Bad Feelings, and VHS Presents. His playground is at nissegreenberg.

featured in the Los Angeles Times, The Guardian, Scientific American,

com and he is Nisse@storycollider.org.

and Discover Magazine’s “100 Top Stories of 2015.” Dr. Marlin aims to utilize neurobiology and the science of learning to better inform both the scientific and educational community on how positive experiences dictate brain health, academic performance, and social well-being.

The Story Collider Speakers: Nisse Greenberg with MƒA Storytellers THURSDAY, APR 30 OFFSITE  INQUIRY, PRACTICE, AND LEADERSHIP

Since 2010, The Story Collider has been bringing true, personal stories about science to life both through their many live shows as well as their weekly podcast, and they’ve used what they’ve learned about science and stories to teach scientists how to use narrative in their work. The Story Collider believes that now, more than ever, science is a part of everyone’s life. At this Thursday Think, you’ll hear from MƒA Master Teacher storytellers as they share the times things went wrong, and occasionally right, in their labs, classrooms, and beyond. 60

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

Community Contributions Community Contributions are opportunities for MT II+ (teachers in their second, third, or fourth 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.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

session at MƒA in order to submit final scores.

Community Contributions Applicant Screener Coordinated By: MƒA Admissions and Recruitment Associate Keoma Distan THURSDAY, MAY 28 MƒA

serves as a person on the frontline of recruitment, answering not only content-related questions, but also

Instructional Materials Repository Builder Coordinated By: MƒA Senior Education Researcher John Russell and MƒA Master Teachers Michelle Sims and Jeffrey Lowenhaupt THURSDAYS, FEB 13, MAY 7 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

responding to general questions about MƒA fellowships. As part of this community contribution, Praxis Prep Session Facilitators will attend a mandatory orientation meeting on Thursday, January 23 to learn about their roles and responsibilities, as well as lead a two-hour Praxis Prep Session with prospective applicants in the subject area they teach.

 INQUIRY, PRACTICE, AND LEADERSHIP

Once a PLT ends… what happens with the materials that

Screeners help MƒA identify teachers with a strong

teachers created together? Are they destined to live in

foundation in content, pedagogy, and knowledge of

a Google Drive collecting electronic dust, or is there a

students to become part of our community of MƒA

way that they can be shared with others through the

Master Teachers. Screeners will be assigned to a panel

Small-World Network? In this community contribution,

of interviewers to help gather more information about

we will start the work of building a repository of materials

MONDAYS, MAR 16, APR 27

fellowship finalists as they participate in a two-part

created by MƒA Master Teachers. We will consider how

MƒA

interview process. Screeners will first attend a mandatory

other organizations screen and evaluate teacher-created

 INQUIRY, PRACTICE, AND LEADERSHIP

orientation meeting to learn about the screening process

resources, think through how materials at MƒA are

Are you interested in playing an integral role in supporting

on Thursday, May 28. Then, on their assigned screening

created, and how they might be vetted, organized, and

the development of the MƒA Professional Development

day, they will collaborate with a team of two experts to

retrieved.

Catalog? Join us as we consider teacher course proposals and plan the MƒA program for the 2020-2021 school

observe applicants’ presentations and conduct interviews. Over the course of the screening day, screeners will interview four to six teacher candidates and provide insight as to whether candidates meet the Master Teacher Fellowship criteria.

Praxis Prep Session Facilitator Coordinated By: MƒA Admissions and Recruitment Associate Keoma Distan THURSDAY, JAN 23 MƒA

Fund For Teachers Screener Coordinated By: Fund For Teachers Program Officer Salma Zaky and MƒA Program Officer for Professional Development Uzma Shah

Professional Development Catalog Builder Coordinated By: MƒA Director of Professional Development Leah Hirsch and MƒA Program Officer for Professional Development Courtney Ginsberg

year. As a team, we’ll discuss research on effective professional development, read and offer insights about course proposals, and collaborate to plan a program that responds to the wants and needs of the MƒA teacher community.

 INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: BEFORE SIGNING UP, PLEASE BE CERTAIN YOU CAN ATTEND BOTH THE JANUARY 23RD ORIENTATION AND THE PRAXIS PREP SESSION ALIGNED TO YOUR CONTENT AREA: EARTH SCIENCE - WEDNESDAY, FEB 5

Program Evaluation Advisor Coordinated By: MƒA Director of Program Evaluation Jennifer Hanrahan and MƒA Research Associate Tsamchoe Dolma

WEDNESDAY, MAR 11

ELEMENTARY MATHEMATICS - WEDNESDAY, FEB 5

MƒA

CHEMISTRY - WEDNESDAY, FEB 5

TUESDAYS, FEB 25, MAR 17

 INQUIRY, PRACTICE, AND LEADERSHIP

GENERAL SCIENCE - WEDNESDAY, FEB 5

MƒA

Are you interested in reading Fund for Teacher (FFT)

MATHEMATICS - WEDNESDAY, FEB 5

 INQUIRY, PRACTICE, AND LEADERSHIP

BIOLOGY - WEDNESDAY, MAR 11

The Program Evaluation team at MƒA is working

ELEMENTARY SCIENCE - WEDNESDAY, MAR 11

to strengthen how we measure and communicate

PHYSICS - WEDNESDAY, MAR 11

MƒA’s impact on teachers, students, and wider school

applicants will be granted an FFT fellowship this summer.

Praxis Prep Session Facilitators play a key role in helping

communities. A particularly challenging area for the

This community contribution entails reading applications

prospective MƒA applicants prepare to take the Praxis

team has been collecting data that demonstrates MƒA’s

at home and joining other FFT alumni for one reading

exam in their content areas. In many cases, the facilitator

impact on student engagement and achievement in

applications to help select the 2020 cohort of Fund for Teachers Fellows? FFT alumni are invited to take part in screening and reading to help determine which

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

the January 23 orientation.

Community Contributions mathematics and science, without focusing too heavily on test scores. Please join us as thought partners in this important and challenging work. Teachers participating in this community contribution will be asked to consider how their MƒA fellowships have led to increased student engagement and achievement in their classrooms, and then consider what data sources are, or could be, available to capture that impact (student surveys, attendance, classroom grades, test scores). Teachers are invited to bring in their own student data as examples to prompt discussion. Ultimately, we seek the group’s recommendations on the most feasible and effective

Small-World Network Mobilizer Coordinated By: MƒA Head of Information Technology Miriam Ignatoff THURSDAYS, FEB 13, MAY 7 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

Share your knowledge with the MƒA Community! Help start discussions and respond to questions on the SmallWorld Network (SWN). Mobilizers will be asked to log into the SWN at least once per week to respond to posts or ask questions. Teachers will also be responsible for selecting at least one post per week to be included in the community digest email.

ways to utilize student data to demonstrate the impact of MƒA teachers on their students’ successes in math and science.

Recruitment Information Session Host Coordinated By: MƒA Admissions and Recruitment Associate Keoma Distan THURSDAY, JAN 23 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

Social Media Influencer Coordinated By: MƒA Director of Communications and Marketing Sarah Rooney, MƒA Associate Director of Communications and Marketing Scott Woodson, and MƒA Communications Associate Brittany Correa THURSDAYS, FEB 13, MAY 7 MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

Are you #MfAProud? Do you enjoy reading and sharing news about the #PowerofMfA from MƒA’s website, the

Current MƒA Teachers are essential in encouraging and

Exponent newsletter, and social feeds? Want to join in

supporting prospective applicants through the application

on the live posting of events like #MfAThursdayThinks?

process. A great way to be more involved is by being an

Help us increase online visibility of the important work

Information Session Host this spring! We are looking for

being done at MƒA, as well as learn more about how

teachers interested in helping to create a diverse MƒA

to build your own personal brand. Becoming an MƒA

community comprised of a wide range of great teachers,

social media influencer means you will serve as an MƒA

and for those who are looking for a meaningful way to

brand ambassador, sharing MƒA’s work and mission,

share their MƒA experiences with others. All Information

engaging followers and fellow teachers, and reaching

Session Hosts will prepare by attending a mandatory

new audiences by posting MƒA news and viral content.

orientation meeting on Thursday, January 23 to learn

You must have active, public social media accounts on at

about their roles and responsibilities. You will then be

least two sites (Instagram, Twitter, and/or Facebook), as

required to participate in two information sessions held

well as a computer or mobile device with access to your

at MƒA in the spring semester. Please only sign up for this

social accounts.

*Community Contributions are opportunities for Master Teachers who have completed more than one fellowship.

community contribution if you are certain you can attend

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

MƒAdventures MƒAdventures are offsite events organized by MƒA teachers that allow teachers to explore shared interests. They are a great way to meet members of the MƒA community outside of the MƒA office.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

MƒAdventures

Explore Nooten Eylandt in the Middle of New York Harbor! Facilitators: MƒA Master Teachers Melissa Dowd, Sarah Gribbin, and Cynthia Jimenez TBD

+ PLEASE NOTE: THE FACILITATOR WILL CONTACT YOU A FEW WEEKS BEFORE THE MƒADVENTURE TO CONFIRM YOUR PARTICIPATION AND TO PROVIDE FURTHER DETAILS AND LOGISTICAL INFORMATION.

OFFSITE  SCIENCE

March for Science Facilitator: MƒA Master Teacher Adam Zaid SUNDAY, APR 19 WEDNESDAY, APR 22 OFFSITE  SCIENCE

Join us for the 2020 March for Science! This is a two-part

Are you interested in exploring “Nooten Eylandt” aka

MƒAdventure taking place on April 19 and April 22 - come

Governors Island? Join us for a springtime adventure

to either march! On Sunday, April 19, we will march from

on Governors Island to learn about its history, ecology,

Foley Square to Union Square to kick off Earth Week,

and how you can use the island as a field trip site for

where we will celebrate our role as citizen scientists and

your students with possible visits to EarthMatter NY,

THURSDAY, APR 2

gather in Union Square to create posters for the March

GrowNYC’s Teaching Garden, Billion Oyster Project, the

OFFSITE

for Science happening on Wednesday, April 22. Then

National Park Service, and more.

on April 22, join us with everyone - students and school

Biotech Without Borders Lab Tour - Bringing LowCost Biotechnology to Your Classroom Facilitator: MƒA Master Teacher Megan Wallner

 SCIENCE

Are you interested in sourcing inexpensive tools to conduct biotechnology-based lab experiments in your classroom? This MƒAdventure is for teachers who want to learn more about the Brooklyn-based Biotech without Borders (BwoB) non-profit community lab. During this adventure, we will tour the BwoB lab space and discuss ways to incorporate low-cost biotechnology labs using tips and tricks from the DIY scientific community. BwoB will also discuss the availability for teachers to come into the lab space on future dates to test-drive the labs before conducting them in the classroom.

administration alike - for this year’s March for Science!

Horseshoe Crab Count - Citizen Science and Mathematics Facilitator: MƒA Master Teacher David Connelly

 SCIENCE

Are you interested in supporting NYC’s environmental

crowd!

MƒA Family Day at Central Park Facilitators: MƒA Master Teachers Helen Dole and Arah Lewis

conservation and participating in citizen science? Then

SATURDAY, APR 25

join us as we collect data to help preserve the Atlantic

OFFSITE

horseshoe crab. Each summer, during the new and full moons of the solstice, the horseshoe crab ascends local University on these nights to observe and count this nearthreatened and ecologically important species. We will

TBD

meet up at one of the monitoring locations in Brooklyn to

OFFSITE

assist in this important count. Dates are TBD. See this link

Are you interested in flexing your muscles while taking

50th celebration of Earth Day, so we’re expecting a huge

TBD OFFSITE

beaches to spawn. Volunteers are invited to join Cornell

Community Rowing on the Hudson River Facilitator: MƒA Master Teacher Anna Solovyeva

The march takes place in New York City and marks the

Are you interested in spending time with other teachers who also have young children? Our MƒAdventure is for teachers and their families, ages newborn - preteen welcome. We’ll meet up at a fun playground in Central Park (easily accessible and near restrooms), lay out some blankets, pack a few snacks, and hope for good weather.

for details: http://nyhorseshoecrab.org.

in gorgeous views of the Hudson? Then join fellow MƒA teachers on a community row in lower Manhattan. Community rows launch from Pier 40 and take place on Tuesday evenings and Sunday afternoons. If we’re lucky, we might row past Liberty Island and see some wildlife along the way! Dates are TBD, but will likely take place in April or May.

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020

MƒAdventures

MƒA Star Party Facilitators: MƒA Master Teachers Dave Deutsch and Alia Jackson MONDAY, FEB 24 OFFSITE

MƒA Night at the Ballet Facilitators: MƒA Director of Program Evaluation Jennifer Hanrahan, MƒA Senior Education Researcher John Russell, and MƒA Master Teacher Brent Lawrence THURSDAY, APR 23 OFFSITE + PLEASE NOTE: ALL PARTICIPANTS ARE RESPONSIBLE FOR PURCHASING THEIR OWN TICKETS.

Calling all dancers and dance lovers! Are you interested in an evening dedicated to the arts? Join MƒA teachers and staff at Lincoln Center to attend a New York City Ballet performance of 21st Century Choreographers – Program I, where works by Justin Peck, Lauren Lovette, and Christopher Wheeldon will be featured. We will meet at the MƒA offices at 5:30 pm for pizza and socializing, then travel together to Lincoln Center for the 7:30 pm performance. The estimated price per ticket is $35-$78

 SCIENCE + PLEASE NOTE: TEACHERS WILL MEET AT THE MƒA OFFICES AND THEN WALK TO AN OFFSITE LOCATION FOR THE VIEWING.

Are you interested in stargazing? Let’s spend a clear evening viewing the sky through MƒA’s telescopes! The urban evening sky offers more to share than you may realize: planets, the moon, double stars, wispy nebula,

MƒA Summer Softball Facilitators: MƒA Master Teachers Bob Burton and James Milana

TBD OFFSITE  SCIENCE

Are you interested in hearing free and engaging science talks from top-notch scientists... in a bar? Then you are in luck! Join us at the Bell House in Brooklyn to attend some of the monthly meetings of the Secret Science Club! Talks range from biology to physics to environmental science and everything in between.

and fuzzy star clusters and galaxies. Teachers will set up the telescopes, learn how to make basic adjustments, capture some images, and perhaps compare the spectral

Teachers, Take a Hike! Facilitator: MƒA Master Teacher Courtney Ferrell

patterns of several stars. Our hope is to book several days

TBD

on the calendar and then choose the most cooperative

OFFSITE

weather date for the actual event. Teachers are invited to continue this work in the mini-course, Spectroscopy in the Classroom - Unlocking Light’s Secrets, which will take place in May and will go much deeper into the science of light.

depending on the size of the group and seat availability at the time of purchase.

The Secret Science Club at the Bell House Facilitator: MƒA Master Teacher Stacy Goldstein

Are you interested in hiking as a means to rejuvenate and reflect as a teacher? Then please join us for a weekend hike! Previous hikes have been in the Hudson Valley, and we are open to new suggestions! The group will be polled about available dates, ability levels, and location preferences.

NYC Pride: March with MƒA Facilitator: MƒA Master Teacher Kit Golan SUNDAY, JUN 28 OFFSITE

For the fourth year in a row, MƒA is sponsoring a group of

TBD

teachers to march in the Pride Parade on Sunday, June

OFFSITE

28. Join us to march in our contingent, celebrate our

Are you interested in playing gender-inclusive, casual

diversity, and get a free shirt! ALL members of the MƒA

softball with other MƒA teachers this summer? We

community are welcome.

participate in a Zogsports league and have games on a handful of Sundays at various locations in Manhattan. We hope you can join us!

MƒA PROFESSIONAL DEVELOPMENT COURSE CATALOG: WINTER/SPRING 2020