47 minute read
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.
Professional Learning Teams (PLTs)
Analyzing Free Formative Assessment Lessons in Grades 6-12 Mathematics
Facilitators: MƒA Master Teachers Danilsa Fernandez and AnnaMarie Hauser
THURSDAYS, SEP 30, OCT 28, DEC 9, JAN 20, FEB 17, MAR 24, APR 28, JUN 2
MƒA & ONLINE MATHEMATICS + PLEASE NOTE: WE ASK THAT TEACHERS COMMIT TO THIS PLT FOR THE DURATION OF THE SCHOOL YEAR. THIS IS A HYBRID COURSE. SESSIONS 1, 3, 5, AND 7 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2, 4, 6, AND 8 WILL TAKE PLACE VIRTUALLY.
We all know 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 year-long PLT, we will explore a free, high-quality instructional resource, containing a set of 100 formative assessment lessons developed by the Shell Centre. These resources, designed for secondary mathematics teachers, will help us consider how to maximize the use of formative assessment in our classrooms. We will do this by closely analyzing the mathematics of the tasks, solving the problems together to put ourselves in our students’ shoes, watching videos of students as they interact with the lessons, and sharing stories of use in our classrooms. While we expect to implement these formative assessment lessons for in-person learning, many of the resources have also been adapted for remote learning if needed. We hope to lean on each other to deepen our understanding of the mathematics we teach and devise new ways to share that experience more powerfully with our students. This PLT is a part of a broader community of teachers doing similar work in Buffalo and Chicago.
AP/IB Biology: Developing Free-Response Questions to Improve Science Skills
Facilitators: MƒA Master Teachers Rami Abdelghafar and Marissa Maggio
MONDAYS, SEP 20, OCT 18, NOV 15, DEC 13
ONLINE SCIENCE
How might we design free-response questions (FRQs) that are both engaging and data-driven? In this PLT, teachers will work collaboratively to develop freeresponse questions and rubrics that can be used as both formative and summative assessments and align to the scope and sequence for most first semester AP and IB Biology units. In session one, we’ll discuss what makes a great free-response question, review exemplars to deconstruct their structure, and share primary and secondary resources which can be used as source material, including Data Nuggets and HHMI. In sessions two and three, we will work in small groups to develop our FRQs. Between sessions, we will pilot the questions in our classrooms and bring our experiences and student work back to the group. We’ll conclude by reflecting on their implementation, providing feedback, and iterating for improvement. By the end of the PLT, teachers will leave with a repository of FRQs for future use. This course is best suited for AP and IB Biology teachers.
Are Your Students Ready for Calculus?
Facilitators: MƒA Master Teachers Stephanie Bohbot and Ricardo Estrada
TUESDAYS, OCT 12, NOV 16, DEC 14, JAN 18
MƒA MATHEMATICS
How might we prepare our students to succeed in Calculus? Join us as we examine our high school mathematics curriculum to uncover the topics necessary to prepare students for calculus-level courses more effectively. Together, we will draw upon our content knowledge and consider where these calculus skills are addressed in the courses we teach. We will begin by exploring, analyzing, and deconstructing calculus questions and resources including topics such as limits, derivatives, integrals, and their applications. This PLT is open to all high school mathematics teachers, including those who may be teaching Calculus in the coming years.
Book Club: Change Your Feedback to Drive Student Learning
Facilitators: MƒA Master Teachers Chereese Gardner, Chris Weisbrot, and Rabi Whitaker
WEDNESDAYS, OCT 6, NOV 3, DEC 15, JAN 19
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF HOW TO GIVE EFFECTIVE FEEDBACK TO YOUR STUDENTS BY SUSAN M. BROOKHART AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.
How might we improve the feedback we give to our students? A growing body of research has shown that feedback can play a transformative role in supporting student learning. In this PLT, we will use Susan M. Brookhart’s book How to Give Effective Feedback to Your Students as a guiding framework. Anchored by this text, we will explore a variety of feedback strategies and in between sessions, implement these strategies in our own classrooms. In subsequent sessions, we will share artifacts and discuss how to further refine our feedback skills using protocols to guide our work. Over the course of the PLT, we will examine oral and visual feedback in addition to written feedback on assignments. This PLT is for any teacher interested in making meaningful feedback a fundamental part of their classroom.
Book Club: Grading for Equity p Facilitators: MƒA Master Teachers Joseph Grogan, Ph.D., and Beth Henry
THURSDAYS, OCT 14, NOV 18, DEC 9, JAN 20
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF GRADING FOR EQUITY BY JOE FELDMAN AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.
Professional Learning Teams (PLTs)
How might we integrate equitable assessment policies and practices into our classrooms? How we assess our students should create a culture centered on learning rather than compliance, cultivate intrinsic motivation, reduce bias, and accurately reflect what students know and can do. Together, we will work towards this through a book club structure, anchored by the text Grading for Equity by Joe Feldman. In each session, we will discuss the reading, plan for future changes to our practice, and reflect on our work to change the culture of assessment in our classrooms. In the first session, we will focus on problems with traditional grading and discuss the case for change. Next, we will delve into accurate grading and the mathematical consequences of our choices. Then, we will examine how to develop biasresistant grading practices as well as the impact of, and alternatives to, common grading policies. Finally, we will explore intrinsic motivation, the psychological impact of “punishing” students for making mistakes while learning, and mastery-based grading with retakes. This PLT is intended for teachers of all contents and grade levels.
Book Club: Mathematics for Human Flourishing p Facilitators: MƒA Master Teachers Phylicia Hoyt and Brittany Murdock
WEDNESDAYS, SEP 29, OCT 27, DEC 8, JAN 12
ONLINE
MATHEMATICS + PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF MATHEMATICS FOR HUMAN FLOURISHING BY FRANCIS SU AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.
How might we move toward a more humanist and inclusive approach to teaching mathematics? In his book, Mathematics for Human Flourishing, mathematician Dr. Francis Su contends that “math is intimately tied to being human.” In this PLT, we will read Dr. Su’s book to uncover a more human approach to teaching mathematics - one that helps our students build hope, joy, compassion, ingenuity, and confidence. Most importantly, we will consider how to create classrooms that are inclusive and accessible to all. We will also reflect on our current practices and work collaboratively to develop new activities, routines, and shifts for our instruction. Each session will begin with a discussion around the reading followed by collaborative exploration and development of opportunities to bring or amplify these virtues in our classrooms. This course is open to all mathematics teachers.
Book Club: Teacher Remoralization
Facilitators: MƒA Master Teachers Alice Brea, Kimberly Dempsey, and Jenn Leyva
MONDAYS, SEP 27, OCT 25, NOV 22, DEC 20
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF DEMORALIZED BY DORIS SANTORO AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.
How might we develop strategies to remain active, enthusiastic, balanced, and passionate educators? Teaching can be a rewarding, invigorating, and dynamic profession, but it can also be a very difficult one, with regularly documented and discussed high rates of turnover. While much of the national conversation on teacher retention has centered around teachers early in their careers, or around helping teachers avoid “burnout,” there is another reason why veteran teachers leave the field – “demoralization.” In this PLT, we will consider the struggles we (and our colleagues) experience through the lens of “demoralization” rather than “burnout.” This course will build on the work of Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay by Doris Santoro to develop and engage in strategies for remoralization. As the book describes, demoralization develops not necessarily from the forces that lead to burnout (demanding hours, poor work/life balance, lack of selfcare on the part of the teacher) but instead from value conflicts with pedagogical policies, reform mandates, and school practices. This PLT is open to teachers of all grade levels and content areas.
Book Club: We Want to Do More Than Survive p Facilitators: MƒA Master Teachers Brittney Cook and Scott Gallagher
WEDNESDAYS, SEP 22, OCT 20, DEC 1, JAN 5
MƒA INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF WE WANT TO DO MORE THAN SURVIVE BY BETTINA LOVE AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.
How might we identify, challenge, and dismantle the oppressive structures and habits in our own teaching practice? In this PLT, we will work to identify the oppressive structures that exist in our classrooms, schools, and communities; and we will examine the role we have played in this oppression using Bettina
Professional Learning Teams (PLTs)
Love’s We Want to Do More Than Survive to anchor our work. We will begin by unpacking Love’s concept of “Educational Survival” and exploring its impact on our students. With this common understanding, we will recognize the importance of mattering and challenge the idea of character education as a solution in today’s educational landscape. We will then define what it means to be an Abolitionist teacher and examine the need for joy in our instruction. In doing so we will not only challenge our role in upholding oppressive structures but also develop and implement action plans to move toward becoming Abolitionist teachers. Love’s book will be used in conjunction with various protocols for discussion of text, student work, and problems of practice. Teachers of all subjects and grade levels are invited to participate.
Brain and Behavior: Designing Activities to Cross the Divide
Facilitators: MƒA Master Teachers Jen D’Anna and Arlene Ramos
TUESDAYS, OCT 12, NOV 16, DEC 14, JAN 18
ONLINE SCIENCE
How might we create engaging lessons that strengthen our students’ understanding of the relationship between the human brain and behavior? In session one, we will introduce common brain myths, discuss recent research on brain development, and brainstorm ideas for meaningful activities that motivate students to ask more questions about how this mysterious organ can do so much. In sessions two and three, we will work in small groups to create NGSS-aligned activities that challenge students to think critically, help them learn more about brain-related processes and behavior, and allow them to gain a deeper understanding of the complexities of nature and nurture. In our final session, teams will report back to the group to share, reflect, and strengthen their activities. We will use case studies and peer-reviewed literature to anchor our work. This PLT is most appropriate for high school biology, psychology, and neuroscience teachers, however, middle school life science teachers are also welcome to attend.
Bridging the Gaps Through Vertical Alignment in Science
TUESDAYS, SEP 21, OCT 19, NOV 23, DEC 21
MƒA SCIENCE
How might we create learning experiences across K-12 classrooms that allow our students to grapple with “big concepts” while also nurturing students’ identities and intellectual development? In this PLT, we will use the vertical progression of the NGSS as a framework to explore this question. In session one, we will identify the NGSS skills and concepts that foster a connection to and confidence in science as students move from elementary to middle and finally to high school. In sessions two and three, we will work collaboratively to create lessons that integrate these crucial skills, affirm our students’ identities, and build on the vertical alignment of standards from K-12, rather than looking at grades or grade bands in isolation. Between sessions, teachers will try out the lessons with their students. We will conclude by sharing our plans and reflecting on the successes and challenges of these lessons. This PLT is for any science teacher interested in partnering with teachers across grade bands to get a broader perspective on science teaching and learning in New York City.
Professional Learning Teams (PLTs)
Building a Project-Based Algebra II Curriculum
Facilitators: MƒA Master Teacher Francesca Pascale and MƒA Early Career Teacher Rasa Guarnaccia
TUESDAYS, OCT 12, NOV 16, DEC 14, JAN 18
ONLINE MATHEMATICS
How might we design engaging, student-centered curricula for Algebra II? In this PLT, we will explore how to leverage project-based learning (PBL) in the Algebra II classroom. In our first session, we will build a foundation of understanding as we read about and discuss PBL and examine projects designed by teachers in previous Algebra II PLTs. Subsequent sessions will be spent developing projects and structures for instruction, trying our projects out in our classrooms, and sharing and reflecting on our experiences. This course is ideal for mathematics teachers who want to develop and implement student-driven projects in their Algebra II classrooms.
Building Equity Through Group Work p Facilitators: MƒA Master Teacher Rebecca Caporale-Guarino and MƒA Early Career Teachers Elese Lau and Sara Smithback
WEDNESDAYS, OCT 6, NOV 3, DEC 15, JAN 19
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP
Group Work. Love it? Hate it? Want to make it better? As teachers, we understand the power collaboration has to deepen learning while we also recognize the challenges of fully engaging every student. So, how might we make group work more accessible and equitable to ensure all students reach their learning goals and achieve success? There are many ideas and strategies for classroom collaboration, and in this PLT we will move through an inquiry cycle to discern which of these are actually effective for our students and our classrooms. We will begin with a group work task and an analysis of this experience to launch into individualized teacher inquiry. We will each identify a problem of practice around group work and delve into exploring this with the support of the PLT community. In the remaining sessions, we will focus on selecting pedagogical practices that address our individually-defined problems, collecting a variety of data in between sessions, and analyzing how the group work practices impact student outcomes. We welcome teachers from all contexts and disciplines.
Chemistry Teachers Have Solutions: Teaching AP Chemistry Through Observation
Facilitators: MƒA Master Teachers Peter D’Amico and Rachel Mancini
TUESDAYS, OCT 5, NOV 9, DEC 7, JAN 11
ONLINE SCIENCE
How might we design AP Chemistry activities that build conceptual understanding and also help students engage in the six science practices laid out by the College Board? Join us in this PLT as we investigate the use of content-specific, hands-on activities and protocols to help students build their knowledge through observation. Together, we will design observation-based chemistry investigations students can complete in 20-30 minutes. In session one, we will begin by collaboratively developing an activity within a unit of interest. Between sessions two and three, teachers will try the activities in their classrooms and prepare to share the outcome with the group. Then, we will present and discuss how it went and use the feedback to iterate and develop new activities as well as free-response questions. In our final session, we will consider how we will assess these chemistry investigations. This course is best suited for AP Chemistry teachers but all chemistry teachers are welcome to attend.
Co-Generative Dialogues: Help Your Students
Help You p Facilitators: MƒA Master Teachers Brian Palacios and MƒA Early Career Teacher Elissa Levy
THURSDAYS, OCT 14, NOV 18, DEC 9, JAN 20
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP
How might we use co-generative dialogues (or cogens) to get feedback from our students and position them as decision makers in their own learning? Popularized by Christopher Emdin in his influential book For White Folks Who Teach in the Hood…and the Rest of Y’all Too, cogens are formal conversations between teachers and a small group of students with the goal of improving their classroom community. These structured dialogues foster student critique of our teaching and, in many ways, challenge the inherent power dynamic that exists in traditional classrooms. In this PLT, we will review the cogen literature, discuss how cogens can achieve more than written surveys, and support each other as we implement cogens in our classrooms — discovering firsthand what works well and what falls flat with our students. No previous experience with cogens is necessary, only a willingness to try. All secondary teachers are welcome.
Consortium Science Curriculum Designed to
Liberate Students p Facilitators: MƒA Master Teachers Alana Burgos and Heather Lochridge
THURSDAYS, OCT 14, NOV 18, DEC 9, JAN 13
ONLINE SCIENCE
How might we cultivate a liberatory practice in our science classrooms? In this PLT, science teachers from schools in the New York Performance Standards Consortium will explore how to design science curriculum through the lens of racial equity. We’ll begin by reading and analyzing abolitionist pedagogy from Bettina Love, Gholdy Muhammad, Gloria Ladson Billings and others to ground ourselves in critical theory. We will
Professional Learning Teams (PLTs)
continue to develop not only a shared understanding of culturally relevant science curricula but also deliver a personalized and student-driven curriculum that is framed around students’ interests and passions. In our final session, we will reflect on the curriculum we have designed. This course is ideal for Consortium and international school teachers who use Consortium rubrics to evaluate student work but all teachers eager to learn more about an alternative to the Regents exam are welcome to join!
Culturally Responsive Mathematics: Creating
Tools for Teaching p Facilitators: MƒA Master Teachers Kent Hansan and Matthew Mitchell
THURSDAYS, SEP 30, OCT 28, DEC 2, JAN 13
ONLINE MATHEMATICS
How might we design resources to bring culturally responsive teaching (CRT) into our mathematics classrooms? CRT allows us to recognize the unique identities of our students and build an environment where those identities are central to their education. In this PLT, we will develop strong examples of CRT in mathematics, try these lessons out in our classrooms, and reflect on their execution. We will work together to identify specific standards and lessons where there are meaningful opportunities to incorporate the culture and identities of our students, create surveys to obtain information relevant to that topic from students and their families, and modify activities based on those survey responses. We will use texts such as Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students by Zaretta Hammond to ground our work. Mathematics teachers of every grade and content area are welcome.
Facilitators: MƒA Master Teachers Ghada Nehmeh, Ph.D., Artur Wala, and MƒA Early Career Teacher Nathan Webber
TUESDAYS, SEP 28, OCT 26, NOV 23, DEC 21
MƒA & ONLINE SCIENCE + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 2 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 3 AND 4 WILL TAKE PLACE VIRTUALLY.
How might we create and adapt engineering curriculum to inspire student innovation? Engineering design is a critical component of STEM education and the NGSS. In this PLT, we will work collaboratively to design high-quality engineering curriculum utilizing resources from our own classes, Columbia University’s Hk Maker Lab, and from Engineering Tomorrow, a nonprofit organization devoted to increasing the number of high school students who pursue engineering degrees. In our first session, we will work on normalizing our understanding of an engineering curriculum at the high school level and explore what it looks like in various school contexts. During sessions two and three, we will upgrade and adapt engineering projects for our unique classrooms and try them out before the final session. We’ll conclude by reflecting on the successes and challenges of teaching these engineering projects. This course is best suited for high school teachers currently teaching or interested in teaching engineering.
Discovering CHRE: Infusing Historical and
Cultural Context Into Science p Facilitators: MƒA Master Teacher Joseph Moll, Ph.D., and MƒA Early Career Teacher Kevin Kinlocke
TUESDAYS, SEP 21, OCT 19, NOV 23, DEC 21
MƒA & ONLINE SCIENCE + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 2 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 3 AND 4 WILL TAKE PLACE VIRTUALLY.
How might we integrate the cultural and historical context of scientific discoveries to teach science more authentically? Scientific discoveries never occur in a vacuum. Social norms and cultural beliefs at the time of these breakthroughs greatly influenced which discoveries occurred and how they were documented. Today, as we celebrate these scientific advancements we often neglect the complete story: the story of those who were marginalized and disenfranchised. Join us as we develop our students’ critical thinking skills using a more authentic narrative of these events and through the lens of culturally and historically responsive education (CHRE). We will begin by exploring lessons that interweave history, culture, and science in an identity-affirming way. In the second session, we will form small groups to brainstorm areas in our curriculum that are ripe for reform. In the third session, teachers will be provided with resources and examples to begin designing lesson plans that empower students to see themselves as scientists, and try these lessons out before the final session. Finally, we will reflect on how these lessons went, debrief our successes and challenges, and set goals for future work. All middle and high school science teachers are welcome.
Dismantling Segregation in the Most Segregated
School System in the Country p Facilitators: MƒA Master Teachers Matthew Fleck and Jamie Munkatchy
MONDAYS, NOV 15, NOV 22, DEC 13, DEC 20
MƒA INQUIRY, PRACTICE, AND LEADERSHIP
How might we leverage our power as MƒA teachers to break the cycle of school segregation? New York City’s public schools are among the most segregated in the nation. What are the mechanisms that led to this outcome and what can be done to establish a more equitable system? In this PLT, we will begin by taking a closer look at our own schools to better understand their demographics, criteria for admissions (including screens), and school diversity plans. With a deeper understanding of the common mechanisms that lead to our segregated schools, we will focus on one specific and high-impact screen: the Specialized High School Admissions Test
Professional Learning Teams (PLTs)
(SHSAT). We will then use subsequent sessions to form committees to question the assumptions behind these mechanisms and research existing efforts to dismantle them. We’ll also consider alternatives that promise more equitable outcomes and determine how we can best support the movement to create a school system that honors all students.
Emotional Intelligence in the Classroom and Beyond
THURSDAYS, OCT 14, NOV 18, DEC 9, JAN 20
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: TEACHERS ARE ENCOURAGED, BUT NOT REQUIRED TO PURCHASE THEIR OWN COPIES OF PERMISSION TO FEEL BY MARC BRACKETT AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.
How might we cultivate emotional skills in our students and ourselves for better teaching, learning, and living? We are conditioned to think of emotions as something to be controlled, avoided, or even suppressed in the classroom. Yet emotions are integral to the thinking, learning, and relationships that underlie every aspect of teaching and learning. In this PLT, our guiding text will be Marc Brackett’s Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive and his RULER framework, which teaches us the elements of emotional intelligence and how to become “emotion scientists.” Through this work, we hope to co-create a space where we can share openly, deepen our self-awareness, and support one another in cultivating classroom environments that give our students permission to feel and inspire them to channel those feelings into learning and personal growth. This PLT is for all teachers who want to bravely venture into the territory of talking about feelings and transforming their classrooms.
Engaging Activities in Statistics
Facilitators: MƒA Master Teachers Mimi Ong Ante and MƒA Early Career Teacher KC Hankins
WEDNESDAYS, OCT 6, NOV 3, DEC 15, JAN 19
ONLINE MATHEMATICS
How might we captivate Statistics students through meaningful and engaging activities? In this PLT, we will create and try out thoughtful activities that enable our students to make connections between the science of statistics and its applications to the real world. We will present, iterate on, execute, and adapt our most engaging activities to help our students master both conceptual and procedural content. Each session will focus on a different topic of the AP Statistics curriculum. Come ready to collaborate, support your peers, and return to 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.
Examining and Revising Our Curriculum Through
a CRSE Lens p Facilitators: MƒA Master Teachers Zachary Itzkowitz and Paul Kehoe
MONDAYS, SEP 27, OCT 25, NOV 22, DEC 20
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP
How might we examine and revise our curriculum through the lens of culturally responsive and sustaining education (CRSE)? Too often, STEM teachers are not fully equipped to cultivate a culturally responsive and sustaining space for their students. However, “students deserve to learn about STEAM subjects in ways that reflect themselves and their communities, are critical of power, identity, problems and solutions, and foster imagination about STEAM possibilities” (Peoples, Islam, and Davis 2021). In this PLT, we will explore CRSE tools and resources specifically designed for STEAM educators. We will begin by contextualizing the historic and systemic eschewing of using a CRSE lens in STEAM curricula and move on to collaboratively and thoughtfully audit our own curriculum, using the NYU Metro Center’s CRSE scorecard. Finally, we will support one another as we make meaningful changes to heighten the relevance of our lessons and unit plans. In all sessions, we will leverage the diverse backgrounds, knowledge, expertise, and brilliance of the teachers in the room to support one another in reimagining our curriculum. This course is open to anyone looking to really dig into their curriculum and work collaboratively to foster classroom communities that are more
Professional Learning Teams (PLTs)
responsive to the interests, identities, and cultures of their students.
Exploring Blended Learning Models to
Differentiate Mathematics Instructions p Facilitators: MƒA Master Teachers Irene Espiritu and Deva Thomas
MONDAYS, OCT 4, NOV 1, NOV 29, JAN 3
ONLINE MATHEMATICS
After more than a year of remote and hybrid instruction, teachers must reflect on how blended learning has supported students and how we might continue to learn and benefit from it to differentiate instruction for our diverse mathematics learners. The goals of this PLT are to examine a variety of blended learning models including, Station Rotation, Lab Rotation, Individual Rotation, Flipped classroom, Flex, A La Carte, and Enriched Virtual, and provide support for teachers to try them out in their classrooms. During each session, teachers will explore a blended learning model and unpack how the model provides increased access to content. Teachers will then collaboratively design an instructional plan that integrates blended learning, try it out in their classrooms, and reflect on their students’ experiences. All mathematics teachers are welcome.
Geometry for All: Interactive Tasks to Encourage
Deep Learning in Every Student p Facilitators: MƒA Master Teachers Sarah Geist, Carol Kinney, Ph.D., and Rebecca Caporale-Guarino
TUESDAYS, SEP 28, OCT 26, NOV 30, JAN 4
ONLINE MATHEMATICS
How might we create interactive tasks to encourage access and depth for all Geometry students? In this PLT, we will collaborate to make content accessible and engaging to all learners as we create innovative, interactive, and cognitively demanding tasks. As we adapt and create materials, we will share feedback to refine tasks, improve geometric comprehension for struggling students, and challenge our more confident students to push themselves even deeper into geometry connections and extensions. This PLT is designed for high school Geometry teachers who want to improve accessibility for their diverse learners including English Language Learners, students with IEPs, and visual or kinesthetic learners.
Getting Kids to Care About Climate Change
Facilitators: MƒA Master Teachers Shakira Provasoli and Adam Zaid
TUESDAYS, OCT 5, NOV 9, DEC 7, JAN 11
ONLINE SCIENCE
How might we cultivate a community of student activists equipped with the knowledge and desire to change the world? Although youth activist Greta Thunberg states “No one is too small to make a difference,” our students often feel disconnected or powerless to initiate real change when it comes to the climate crisis. In this PLT, we will collaborate to plan lessons and projects that will motivate our students to not only learn more about climate change, but also to become passionate about educating and energizing others. In each session, we will discuss a climate topic sparked by a guest speaker, video, article, or artifact, followed by time to develop relevant lessons and projects. Teachers will also explore and practice facilitation techniques that encourage and inspire students to become independent leaders. In our first session a guest speaker from the Youth Climate Leaders will demonstrate how to develop a new mindset based on independence and activism. In the second session, Cafeteria Culture will share their successes at getting students to care and act in ways that enact change. In the third session, we’ll focus on a topic of the group’s choosing using videos, articles, and/or teacher contributions. The final session will offer time to share student work including videos of students taking action and caring about climate change. This course is for any teacher interested in learning more about climate change and supporting student activism.
Holding Onto the Silver Linings
Facilitators: MƒA Master Teachers Brandie Hayes and Sjene Kendrick
TUESDAYS, SEP 21, OCT 19, NOV 23, DEC 21
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP
How might we retain and refine the successes or silver linings that emerged from the challenges of remote instruction? In spite of the stress and trauma caused by COVID-19, many teachers discovered and developed new pedagogical practices, resources, and ways to connect with students that were fun, engaging, and impactful. In order to cultivate a classroom of teaching and learning that honors these new discoveries, we need time to process and reflect. In each session, we will share our most successful activities and the new tools and platforms that promote personalized learning, student agency, participation, and social-emotional development. We’ll discuss and reflect on what worked during remote learning and how we can continue to use these strategies and tools in our classrooms. We will also share and document the new tools and practices as we celebrate our accomplishments and ultimately spark joy for the new academic year. This PLT is designed specifically for the needs of K-8 science and mathematics teachers.
Professional Learning Teams (PLTs)
Indigenizing Science! Bringing Indigenous Ways
of Knowing Into Our Classrooms p Facilitators: MƒA Master Teachers Denice Gamper and Sarah Gribbin
TUESDAYS, SEP 28, OCT 26, NOV 30, JAN 4
MƒA SCIENCE + PLEASE NOTE: TEACHERS ARE ENCOURAGED, BUT NOT REQUIRED, TO JOIN THE MƒADVENTURE, ETHNOBOTANY AND MEDICINAL HERBS IN NYC.
How might we integrate indigenous and ancestral ways of knowing to honor and acknowledge the diversity of our science classrooms? Too often we find ourselves teaching the history of science to our students through a Eurocentric lens without considering the contributions made by Indigenous communities to this body of knowledge. In this PLT, we will celebrate ancient and Indigenous knowledge and culture alongside Eurocentric scientific discoveries. We will work collaboratively to develop laboratory activities and lesson plans that weave Indigenous ways of knowing into our curricula. We will begin by exploring and discussing primary and secondary resources, such as Braiding Sweetgrass by Robin Wall Kimmerer, The Botany of Desire: A Plant’s-Eye View of the World by Michael Pollan, and “Seeds of a Cure” by Brendan Borrell to identify a specific aspect of our curriculum on which we would like to focus. In sessions two and three, we will work in groups to develop activities or adapt a unit to incorporate Indigenous knowledge and practices. In our final session, we will present activities, lessons, or student work for feedback and iteration. By the end of the PLT, teachers will leave with a variety of resources and tools to continue this work in their school communities. This course is for all middle and high school science teachers.
Facilitators: MƒA Master Teachers Izagma Alonso, Jonathan Swotinsky, and Cathy Xiong
MONDAYS, SEP 20, OCT 18, NOV 15, DEC 13
ONLINE COMPUTER SCIENCE AND TECHNOLOGY
How might we integrate computer science into our STEM classrooms? In this PLT, we will collaboratively design STEM activities that bridge coding skills with mathematics and science. Our goal is to make coding more accessible to all students and use computer science to promote and strengthen content knowledge. Computer science (CS) is a broad discipline that is often oversimplified. Together we will discuss what CS is and uncover its relevance to our classrooms looking at activities aligned to the unique classes we teach. We will spend time creating and differentiating CS-aligned activities while supporting and refining our colleagues’ work. While we will concentrate on block-based languages such as Scratch and Blockly for Python/ JavaScript to provide multiple entry points for students and teachers with various CS skill levels, those who prefer text-based programming can easily adapt the tasks for coding in Python or JavaScript. Teachers will also explore physical computing using the Micro:bit. Coding experience is welcome, but not required!
Leveraging Virtual Biology Activities to Enhance In-Person Learning
Facilitators: MƒA Master Teacher Marisa Wagner, Ph.D., and MƒA Early Career Teacher Elese Lau
TUESDAYS, SEP 28, OCT 26, NOV 30, JAN 4
ONLINE SCIENCE
During remote teaching, we explored a world of virtual learning resources that helped reinforce concepts, illustrated abstract ideas, and allowed our students to do science. How might we use these virtual tools to dispel misconceptions and design inquiry-based biology experiences for in-person learning? In this PLT, we will create, try out, and evaluate tasks that utilize new and existing digital resources to support all biology students. Before designing these virtually inspired tasks, we’ll address common misconceptions and challenging topics and form small groups to identify available online resources. In subsequent sessions, groups will create activities and pilot the tasks with students. In the final session, teachers will share activities and reflect on student learning. This PLT is for all life science teachers.
Professional Learning Teams (PLTs)
Making With Meaning: Bridging Engineering Design With Content
Facilitators: MƒA Master Teachers Jessica CiminiSamuels and Diane Pflug
WEDNESDAYS, SEP 29, OCT 27, DEC 8, JAN 12
MƒA & ONLINE SCIENCE + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 3 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2 AND 4 WILL TAKE PLACE VIRTUALLY.
How might we use the engineering design process to create authentic, challenging, and engaging experiences for students? We all love the classic egg drop experiment, but it has been widely used and may not align well with the content we teach or our limited resources. The goal of this PLT is to collaboratively develop and adapt new engineering performance tasks that are meaningful, reinforce or introduce content, and allow students to engage with the engineering design process. During the in-person sessions, we will engage in hands-on engineering design tasks that can be adapted to our own classrooms. Then, we will explore resources to inspire the development of new engineering tasks that align with the NGSS and fit into a unit sequence or as a stand alone unit. In our virtual sessions, we will work in teams to identify opportunities within our curriculum where we can incorporate the engineering design process and craft engineeringcentered curriculum. This course is geared towards middle school science teachers, but all are welcome to join.
Mathematical Connections Across Grades K-12
Facilitators: MƒA Master Teachers Johanna Cinquegrana, Alana Gross, and Meera Zucker
WEDNESDAYS, SEP 22, OCT 20, NOV 17, DEC 22
MƒA & ONLINE MATHEMATICS + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 3 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2 AND 4 WILL TAKE PLACE VIRTUALLY.
How might we build upon and align the mathematical connections from grades K-12? Teachers often think about mathematics content only through the lens of the grade level they teach. In this PLT, we will broaden our approach to mathematics instruction in ways that make connections across grade levels, through vertical alignment using common language and themes. As a team, we will first dive deep into the most critical Common Core mathematics topics across grade levels, including the number line, proportions, and area models. We will deepen our understanding of our mathematical content, where it stems from, and where it goes. Throughout, we will focus on students as mathematicians and what that looks like at every grade level. This PLT is open to all mathematics teachers looking for ways to stretch their thinking and find connections across grade levels.
Meeting the Moment: Reflecting on Pandemic
Innovations to Promote Equity p Facilitators: MƒA Master Teachers Poojah Bhaskar and Megan Wallner
WEDNESDAYS, OCT 13, NOV 17, DEC 22, JAN 26
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP
How might we use the promising practices from pandemic teaching to innovate for equity in our schools? The goal of this PLT is to reflect and build on actions for equity that are emerging as we teach through the COVID-19 pandemic. We will first share our new and creative practices from a year and a half of remote instruction, using these ideas as a foundation for further growth. Then, we will explore models of equity, drawing upon the work of Dr. Bettina Love and Dr. Gholdy Muhammad, as lenses through which we can articulate current problems of practice. We will engage in two cycles of design thinking to refine and realize solutions for our current classrooms. Finally, we will take some time to celebrate our work and reflect on how to move forward both within and beyond the walls of our classrooms. We welcome STEM teachers across all content and grades.
Middle School Mathematics: Strategies for Returning to the Classroom
Facilitators: MƒA Master Teachers Corey Levin and Morgan O’Brien
MONDAYS, SEP 20, OCT 18, NOV 15, DEC 13
ONLINE MATHEMATICS
How might we create a nurturing and engaging middle school mathematics classroom as students return to in-person learning? In this PLT, we will collaborate to create a vibrant classroom culture, give students equitable access to the curriculum, and incorporate best practices from remote instruction. We will discuss how to reengage our mathematics students in-person, learn how to create meaningful assessments, exchange ideas for curriculum design, and consider how these strategies and tools support student growth and assessment. This PLT is suitable for all middle school mathematics teachers.
TUESDAYS, OCT 5, NOV 9, DEC 14, JAN 18
MƒA MATHEMATICS
How might we foster sense-making, problem-solving, perseverance, construction, and mathematical modeling skills in our elementary students? In this PLT, we will design innovative performance-based assessments (PBAs) and make a shift away from typical elementary assessments. Over four sessions, we’ll
Professional Learning Teams (PLTs)
explore how to adapt the PBA model for use in the elementary mathematics classroom, develop ageappropriate student tasks, and consider the instructional implications of using PBAs in elementary instruction. We will also read about project-based learning, analyze sample PBAs, and work together to develop and pilot PBA tasks and rubrics. This PLT is open to all elementary mathematics teachers who would like to incorporate PBAs in their classrooms.
Physics Teachers: Check Your Units!
Facilitators: MƒA Master Teachers KC Reddy and Andrew Wallace
TUESDAYS, SEP 28, OCT 26, NOV 30, JAN 4
ONLINE SCIENCE
How might we make physics relevant to our students? In this PLT, we will work together to develop physics units that are rooted in real-world problem-solving, encourage engineering innovation, and build on a foundation of social justice. We will begin with a review of our current curricula, drawing upon our existing expertise and resources. In subsequent sessions, we will work in small groups to design robust projects and assessments grounded in relevant applications of physics. We will conclude by showcasing, celebrating, and iterating on our work. All physics teachers, from first-time conceptual physics teachers to those more experienced with the AP Physics curriculum, are encouraged to attend. Teachers will leave with a unique unit plan and end-of-unit assessment designed specifically for their classroom.
Racial Equity in the Classroom and Beyond p Facilitators: MƒA Master Teachers Estefania Hereira and Jenn Ozinegbe
THURSDAYS, SEP 30, OCT 28, DEC 2, JAN 13
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP
How might we cultivate a responsive and equitable environment in our classrooms, school communities, and beyond? As New York City educators who serve a majority of young Black, Indigenous, and Students of Color (BISOC), we are responsible for cross-examining how our collective socio-cultural identities inform the development and sustainability of culturally responsive environments in our school communities. In this PLT, we will explore where and how white supremacy shows up in our curriculum and in our pedagogical approaches. Together, we will engage in the cultivation of spaces for courageous conversations about race and racism through the practice of storytelling. We will have an opportunity to listen to and learn from a variety of visitors including young people who will share their experiences and highlight how educators can best support them. Engaging in this work must be continuous and intentional, and we hope to create a space within MƒA to facilitate and engage in these conversations to dismantle racism in our classrooms, our school systems, and beyond.
Shifting Standards on Science Teaching
Facilitators: MƒA Master Teachers Suzette Nelson, Jessica Ross, and Mallory Womer
TUESDAYS, OCT 5, NOV 9, DEC 7, JAN 11
ONLINE SCIENCE
How might we support one another as we shift to the New York State Science Learning Standards (NYSSLS)? The implementation of new standards can be a scary process and this can feel especially daunting as we continue into another year of teaching during a pandemic. Our purpose is to change teachers’ thinking about current science classroom practice with a focus on integrating the NYSSLS into our curricula. We will begin by looking at strategies to make student thinking visible and then testing those strategies in our own classrooms. In session two we will discuss how to create high-quality NYSSLS lesson plans, followed by the design and implementation of NYSSLS-aligned assessments in session three. We will conclude by reflecting on the process, our progress toward full NYSSLS integration, and our continued goals moving forward. This course is for all high school science teachers regardless of previous experience with NYSSLS.
Professional Learning Teams (PLTs)
Standards-Based Grading Collaboration
Facilitators: MƒA Master Teachers Liz Maron and Marisa Shuman
THURSDAYS, SEP 30, OCT 28, DEC 2, JAN 13
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP
How might we make standards-based grading (SBG) a more authentic tool to support student learning? SBG involves numerous variations, countless ways to assess, and multiple levels of granularity. But done well, SBG can also be a meaningful route to authentic assessment and a deeper understanding of academic progress for both students and teachers. Join us as we collaborate to adapt our SBG practices to best serve students’ needs. Over the course of our four sessions together we will focus on standards, rubrics, and assessment design; and we’ll consider how we can provide feedback and support each other in investigating our relationship with SBG. Ultimately, each teacher will grow and develop their SBG practice in order to improve student learning in their classrooms. This PLT is ideal for any teacher currently implementing standards-based grading in their classroom.
STEM Icons in the Classroom p Facilitators: MƒA Master Teachers Jude Julien and Jessica Weedon
MONDAYS, OCT 4, NOV 1, NOV 29, JAN 3
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP
How might we celebrate our students’ diverse backgrounds by incorporating STEM icons into our classrooms? Most STEM curricula primarily focus on a Western and Eurocentric view by highlighting the accomplishments of white scientists and mathematicians. This can leave students with a biased view of who can become a scientist or mathematician and impact their science or mathematics identities. Research has shown it is important for students to develop these identities to continue onto STEM disciplines at the collegiate and professional level. In this PLT, we will work to develop creative ways in which we can incorporate more racially expansive history into our existing curriculum. After trying out this approach with our students, we will share and reflect on these teaching experiences as we collaborate to develop more culturally relevant and equitable classrooms. All STEM teachers of any grade level and subject are welcome.
Facilitators: MƒA Master Teachers Shannon Craig, Susie Harter, and Martina Meijer
MONDAYS, OCT 4, NOV 1, NOV 29, JAN 3
MƒA MATHEMATICS
How might we design student-centered, conceptual mathematics experiences for our elementary students? In this PLT, we will explore how to build mathematics communities, design instructional materials and assessments, and implement routines and investigations using hands-on materials. We will also examine best practices from remote instruction that might continue to be relevant and helpful for our in-person classrooms. Each session will begin with a community-building activity that can also be used with students, followed by a discussion of strategies for using mathematics resources, and end with an examination of student work. We will conclude by collaboratively designing new instructional tools which we will test out with our students.
Student Supports in Algebra I Illustrative
Mathematics p Facilitators: MƒA Master Teachers Rachel Griffin and George Ludovici
MONDAYS, SEP 20, OCT 18, NOV 15, DEC 13
MƒA MATHEMATICS
How might we increase accessibility and support for Illustrative Mathematics Algebra I students? Illustrative Mathematics (IM) is a free and rigorous problembased curriculum where students learn by doing mathematics, solving problems in mathematical and real-world contexts, and constructing arguments using precise language. In this PLT, we will delve into the IM resources and consider how to modify them to include real-time, data-based support. First, we will discuss how IM can build a classroom culture that supports student-centered mathematics. Then, we will examine the pacing of the units to prioritize standards. Next, we will use data to augment the curriculum with real-time support for heterogeneous classes. Finally, we will develop ways to increase access and inclusivity for all students. Our goal is to adapt the IM Algebra I curriculum so our students can thrive as mathematicians. We will use NCTM’s Mathematics Teaching Principles and A Pathway to Equitable Math Instruction toolkit as a foundation for our work. This unique and exciting course is a great place for Algebra I teachers to optimize IM for their students’ unique needs!
Teacher as Writer
Facilitators: MƒA Master Teachers Lauren Brady and Brooke Sossin
WEDNESDAYS, SEP 29, OCT 27, DEC 8, JAN 12
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP
How might we create space to nurture our own unique voices and creativity? As teachers, we do a lot of obligatory writing including lesson plans, emails, and letters of recommendation. Rarely do we get a chance to write for ourselves. In this PLT, we will approach
Professional Learning Teams (PLTs)
writing as a restorative practice and a means for creative expression. Join us in this safe and supportive community as we unpack our classrooms, share our personal experiences through writing, and give space for new ideas to emerge and flourish. In each session, we will share original writing (on any subject), exchange feedback, and use the resulting inspiration to improve our writing and ourselves. All genres of writing and experience levels are welcome.
Teachers as Tinkerers: Cultivating Daring RiskTakers in the STEM Classroom
Facilitators: MƒA Master Teachers Shannon Guglielmo and Jonathan Katz
MONDAYS, SEP 27, OCT 25, NOV 22, DEC 20
MƒA INQUIRY, PRACTICE, AND LEADERSHIP
How might we as teacher leaders cultivate the qualities that encourage teachers to take pedagogical risks and experiment with new strategies? As teachers, we must constantly adapt to new changes, from standards and pedagogy to unexpected learning modalities and an endless slew of buzz words. Innovative teachers jump into the unknown with daring aplomb, but just what is the “it” factor that gives them the courage to take the plunge? In this PLT, we will collaborate to develop that courage as we tinker and experiment in our classrooms and wider school communities. In the first two sessions, we will define what it means to take risks and identify the conditions for teacher risk-taking in the classroom. In the last two sessions, we will dive into case studies and support each other as we brainstorm and reflect on our own “risk-project.” Join us as we strive to become educational daredevils eager to experiment with pedagogy, content, and tools backed by professional and original research!
Teaching Calculus
Facilitators: MƒA Master Teachers Aziz Jumash and Ben Elias Morgenroth
MONDAYS, OCT 4, NOV 1, NOV 29, JAN 3
ONLINE MATHEMATICS
How might we support our Calculus students to build connections between conceptual understanding and algebraic fluency? In this PLT, we will explore calculus content and effective pedagogical techniques through resource sharing, presentations, and collaborative task design. We will consider both the conceptual understanding and problem-solving skills needed as we design focused calculus tasks. Teachers will be grouped based on interest, experience level, and topic of focus. We will also build on a wealth of resources from past Calculus PLTs. Teachers of both AP and non-AP Calculus classes are encouraged to join, as well as those who aspire to teach it in the future. This PLT is designed and differentiated with all experience levels in mind.
Uncovering Our Students’ Mathematical Thinking
Facilitators: MƒA Master Teachers Liz Clark-Garvey, Alex Cristando, and Gary Cruz
WEDNESDAYS, OCT 6, NOV 3, DEC 15, JAN 19
MƒA MATHEMATICS
How might we uncover our students’ true understanding of mathematics? Good teaching is often like detective work; what a student writes or says is only a small piece of what they know. In a matter of seconds, a teacher must hear what a student shares, infer their underlying understanding, and then respond in realtime to facilitate their learning. Reflecting on classroom videos can be a powerful tool to help us with this. In this PLT, we will first put ourselves in our students’ shoes by doing the mathematics together. Then, we will use video clips from our classrooms to gather evidence about what knowledge our students are taking in. We will work together to get better at the difficult skill of uncovering what students understand and how best to respond in ways that push their mathematical thinking. The focus of our work will be on listening to and watching our students, not evaluating teacher practice. This PLT is open to mathematics teachers of all grade levels.
Facilitators: MƒA Master Teachers Brian Frechtman and Maria Leon Chu
TUESDAYS, OCT 12, NOV 16, DEC 14, JAN 18
ONLINE MATHEMATICS
How might we explore the New York State Next Generation Mathematics Learning Standards to better prepare our students for the upcoming curricular changes? These standards will be fully implemented by the fall of 2022 and in this PLT, mathematics teachers of all grade levels are welcome to participate as we analyze key documents, including the grade-level Crosswalks and Snapshots, to ease and support the transition. We will compare and contrast the new standards with the current Common Core standards, track the progression of important skills through the grade levels, and develop a scope and sequence of individual units to help students make connections across concepts and skills. While delving into the standards, teachers will also share best practices for teaching individual topics. Teachers will leave with a better understanding of the new standards and resources to share within their school community.
Using Biology Class to Promote Racial Justice p Facilitators: MƒA Master Teachers Cristina RadeAnderson, Ph.D., and Alvis Wilson
WEDNESDAYS, OCT 6, NOV 3, DEC 1, JAN 5
MƒA & ONLINE SCIENCE + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 4 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2 AND 3 WILL TAKE PLACE VIRTUALLY.
How might we use biology to promote racial justice and understanding? Instead of leaving conversations
Professional Learning Teams (PLTs)
about race to our humanities counterparts, biology teachers also have a responsibility to discuss and dispel perceived racial differences. Integrating a biological critique of race will help students understand how similar we really are and move toward creating a more equitable society. In this PLT, we will examine and modify lesson plans and related materials from the Howard Hughes Medical Institute, American Museum of Natural History, and the National Science Foundation focused on countering false scientific justifications and analyzing evidence for human difference along racial lines. We will also explore lessons on population diversity, PCR, mutations, evolutionary connections to the environment, and more. Then we’ll develop plans to use these materials in our classes and reflect on the experience. Finally, we’ll discuss and draft plans on how to connect what students learn about race to racism and anti-racist actions. Our work together will help our students develop skills to determine, avoid, and debunk errors in reasoning; become more thoughtful citizens and scientists; and celebrate and better understand one another. This course is ideal for any middle or high school teacher who teaches genetics and wants to lead students in crucial conversations about equity and racial bias.
Where Are My Students in the History of
Mathematics? p Facilitators: MƒA Master Teachers Eliza Buffington and Jason Ovalles
WEDNESDAYS, SEP 29, OCT 27, DEC 8, JAN 12
MƒA MATHEMATICS
How might we integrate both our students’ cultural identities and the history of mathematics into our classrooms? Many mathematics classrooms focus on Western and European contributions and fail to acknowledge the contributions of all cultures and peoples. This leaves students with a biased view of who can and cannot be a mathematician which negatively impacts their mathematical identity. In this PLT, we will work together to expand our knowledge of the relationship between mathematics and culture. As we explore the history of mathematics, we will develop creative ways to include our student populations in a more culturally inclusive classroom. We will read excerpts from the book, The Crest of the Peacock: Non-European Roots of Mathematics by George Gheverghese Joseph, solve related mathematics problems, design lessons to implement in our classrooms, and reflect on our teaching experiences and their impact on how students see themselves in the history of mathematics. This PLT is open to mathematics teachers of all grade levels.
Working Towards National Board Certification
Facilitators: MƒA Master Teachers Sharon Collins and Chereese Gardner
WEDNESDAYS, SEP 22, OCT 20, DEC 1, JAN 5
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP
How might we support one another as we work toward achieving National Board Certification? Are you a teacher currently in the process of applying for National Board Certification or planning to apply for your certification during the 2021-2022 academic year? Come collaborate with and be supported by a community of MƒA teachers also going through the process. Most Nationally Board Certified teachers report that having the help of other educators made the difference in their success in applying. In this PLT, we will troubleshoot obstacles in the application, practice giving and receiving feedback, and utilize our shared expertise to become Nationally Board Certified teachers.
