66 minute read
Single Session Workshops
Single session workshops are one-time workshops in which experts from the MƒA Master Teacher community, as well as academic institutions and local organizations, engage MƒA teachers in a topic at the cutting edge of their content area and/or pedagogical practice.
Academic Mindfulness: Supporting Executive
Function Skills in Students p Facilitator: Rhys McGovern
WEDNESDAY, OCT 13
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: THIS WORKSHOP BEGINS AT 4 PM.
Even when it is clear our students are trying, it doesn’t always translate to a strong academic performance. Perhaps a student does great in class but never turns in homework or maybe your class is zoning out… again. How can you identify and address these problems before they happen? Executive function skills are what allow us to conceptualize, plan, and follow through on all the daily tasks we encounter. In this course, we will explore different types of executive function skills, identify what it looks like when the demands of a school environment exceed a student’s skill set, and discuss how any educator can nourish these skills in their students. Teachers will leave with an understanding of executive function variability along with strategies to incorporate executive function skill-building into their classroom in hopes of positively impacting the academic experience for all students.
Rhys McGovern is a hard-of-hearing, bilingual speech-language pathologist and teacher who grew up in New England and currently lives in the Boston area. He holds a Master of Science in Communication Sciences and Disorders from Emerson College, Massachusetts State SLP and Teaching licensure, and the ASHA Certificate of Clinical Competence. Rhys has been working with children, teens, and young adults for over 15 years, and founded his private practice New Leaf Language in 2018.
All Hands on Deck: Tech Tools to Get Every Student Involved and Engaged
Facilitators: MƒA Master Teacher Amy Brenner and MƒA Early Career Teacher Amany Esa
MONDAY, OCT 25
ONLINE COMPUTER SCIENCE AND TECHNOLOGY
Bring the best of remote instruction into your brick-andmortar classroom with tech tools that focus on student autonomy through high engagement. Experience platforms like Pear Deck, Jamboard, Padlet, Mentimeter, and Poll Everywhere from a student’s perspective, and create mini-lesson components you can use in your physical classrooms. This workshop will support both mathematics and science teachers with tools to serve all students, including students with disabilities and English Language Learners. Teachers will be able to turnkey these tools and strategies to use in their classrooms immediately.
Amy Brenner is an MƒA Master Teacher and mathematics teacher at Midwood High School in Brooklyn.
Amany Esa is an MƒA Early Career Teacher and mathematics teacher at International High School at Prospect Heights in Brooklyn.
Facilitator: Hakeem Oluseyi, Ph.D.
TUESDAY, OCT 12
MƒA SCIENCE
Are we alone in the universe? How can we know? Join us in this interactive lecture as we explore the origins of life and consider if life might exist beyond our Earth. We will begin by discussing the birth of the universe and the formation of planets, solar systems, and galaxies. Then we will proceed to abiogenesis, the origins of life from non-living matter, and discuss the different types of life and worlds that might exist. Finally, we will explore what life elsewhere in the universe could look like, and how we might be able to detect its current or past existence on other solar system bodies and beyond. This course is open to all science teachers, however, advanced biology, chemistry, and physics teachers may find the content most relevant.
Dr. Hakeem Oluseyi is an astrophysicist, author, educator, inventor, voice actor, and science communicator. He is a Clarence J. Robinson Professor of Physics and Astronomy at George Mason University. He received a dual bachelor’s in Physics and Mathematics from Tougaloo College and a master’s degree and doctorate in Physics from Stanford University. Dr. Oluseyi’s research focuses on “hacking stars’’ to better understand our universe and develop innovative new technologies, leveraging techniques for interpreting electromagnetic radiation, laboratory plasma physics, computational modeling, machine learning, time-domain informatics, big data analytics, and high-performance computing. He is a regular contributor to news programs and makes frequent appearances on the Science Channel, Discovery Channel, and National Geographic. Dr. Oluseyi holds several patents, has received a variety of awards and accolades, and has published numerous scientific articles. His most recent publication is his memoir, A Quantum Life: My Unlikely Journey from the Street to the Stars.
The Art of Co-Teaching p Facilitators: MƒA Master Teachers Shari Eng and Helen Haritos
WEDNESDAY, OCT 27
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: WE ENCOURAGE CO-TEACHER PAIRS TO JOIN OUR SESSION (NON-MƒA COLLEAGUES WILL BE INVITED TO REGISTER).
Have you taught an ICT class, but struggled to coteach in ways that were impactful for both teachers and students? Join us as we discuss what successful coteaching looks like and how to optimize our co-teaching relationships. We will consider ways to include both the special education and the general education teacher in the STEM ICT classroom, analyze different models of co-teaching, and discuss effective co-teaching strategies. Additionally, the facilitators will share best practices that have worked in their seven years of team teaching, including a year of remote teaching. While best suited for teachers working with a co-teacher, all teachers with special education students will benefit from exploring the art of co-teaching.
Shari Eng and Helen Haritos are MƒA Master Teachers and mathematics teachers at Bayside High School in Queens.
Become a Google Workspace Guru!
Facilitators: MƒA Master Teacher Devon Williamson and MƒA Early Career Teacher Emma Tapada
WEDNESDAY, OCT 13
MƒA COMPUTER SCIENCE AND TECHNOLOGY
“Is this right?!” If your students frequently ask you this question, this workshop is for you! Join us as we create engaging, self-checking mathematics assignments to provide students with real-time feedback using Google Forms. In this workshop, teachers will learn how to embed images, videos, and scaffolds into a Google Form assignment to best meet the unique needs of their students. Teachers will explore ways to differentiate and allow for student choice on the same Google Form using sections. Additionally, we will learn how to create matching activities on Google Slides, as well as how to model mathematics on Google Drawings. Although this workshop will focus on creating mathematics assignments for all levels, the strategies shared can be adapted for any content. All are welcome!
Devon Williamson is an MƒA Master Teacher and mathematics teacher at Mott Hall II in Manhattan.
Emma Tapada is an MƒA Early Career Teacher and mathematics teacher at Mott Hall II in Manhattan.
Biology Demo Derby
Facilitators: MƒA Master Teachers Olivia Ramirez and Deborah Reich
TUESDAY, NOV 23
MƒA SCIENCE + PLEASE NOTE: TEACHERS WILL BE EXPECTED TO SHARE A DEMO OR EXPERIMENT DURING THE WORKSHOP.
How can we help students visualize the volume of fresh water on Earth, where the color receptors of the human eye are located, or how enzymes catalyze reactions? Captivating demos can answer these questions and more by keeping lessons relevant, making learning more engaging, and helping to make abstract concepts accessible. Prior to the session, teachers will submit a short written description detailing the topic, materials, and procedure of their demo so other teachers can replicate it in their own classrooms. During the workshop, teachers will present their demo or activity in a round-robin format culminating in a Q&A session. The goal is for everyone to leave with a toolbox of classroom-ready demonstrations. All middle school life science, Living Environment, AP Biology, or Environmental Science teachers are welcome.
Olivia Ramirez is an MƒA Master Teacher and science teacher at Marble Hill High School for International Studies in the Bronx.
Deborah Reich is an MƒA Master Teacher and science teacher at World View High School in the Bronx.
Black Hole “Breakout”! Bringing Escape Rooms to Classrooms
Facilitators: Dave Fish and Tonia Williams
WEDNESDAY, OCT 27
ONLINE SCIENCE
Do you want to take your students to an escape room but don’t have the time or the funding? What if you could bring the escape room to your students instead? And what if that escape room was all about black hole science? Breakout activities are tabletop escape rooms where students solve a series of challenges in the context of an exciting scenario. In this workshop, we will begin by discussing what makes a great breakout activity and exploring possible classroom applications. Then, teachers will work together as a team of black hole researchers to complete the online version of Perimeter Institute’s, The Search for EHE (Event Horizon Explorer): Breakout Activity and safely bring the EHE space probe back to Earth. Whether your team finishes first or last, everyone will return to the main session for a discussion
and idea exchange. The breakout challenge will draw upon knowledge of standard physics curricula, including Newton’s Law of Universal Gravitation, Kepler’s Laws, and the Doppler Effect. This session is most appropriate for high school physics teachers, but everyone is invited to attend.
Dave Fish has been a high school physics teacher for over 25 years. His involvement with Perimeter Institute dates back to the beginning with the initial development of ISSYP, EinsteinPlus, and several other outreach activities. He has played a leading role in the production of both Perimeter Exploration and Perimeter Inspiration resources. Dave has given workshops on modern physics at the local, national, and international levels. In his spare time, he enjoys reading, traveling, sports, and spending time with his wife and three children.
Tonia Williams is a Program Manager at Perimeter Institute in the area of Educational Outreach. Her work is focused on the delivery and development of current and engaging science educational content for teachers. Tonia manages the Teacher Network which includes hundreds of international educators dedicated to sharing Perimeter’s modern physics resources, striving to increase science literacy around the world. Tonia completed her undergraduate studies in health sciences and subsequently, earned a Bachelor of Education and master’s degree in education. She is passionate about interacting with teachers to develop useful educational materials and to implement impactful professional learning opportunities.
The Brains Behind Bird Behavior
Facilitator: Emily Mackevicius, Ph.D.
MONDAY, OCT 25
MƒA SCIENCE
Have you ever wondered how small birds survive the winter? Or what’s going on in birds’ brains as they practice their songs? Did you know bird brains have many of the same parts as human brains, from the hippocampus, to auditory and motor cortices, to dopaminergic reward centers? Join us in this workshop as we look into the structures of the bird brain, explore bird behaviors through case studies on singing and food caching, observe neural activity, and draw scientific conclusions. We will end by discussing opportunities for students (and teachers!) to get involved in avian fieldwork, research, and citizen science. While this workshop is especially geared towards high school life science teachers, all ornithophiles are welcome.
Dr. Emily Mackevicius is a postdoctoral neuroscientist at Columbia University in the lab of Professor Dmitriy Aronov where she investigates the learning mechanisms in the brain that give us the power to form and use memories. Emily is also a fellow in the Simons Society of Fellows. She received her B.S. in Mathematics at the University of Chicago and her Ph.D. in Neuroscience at MIT. Emily enjoys learning to do new things, including pottery-making, bouldering, weaving, and bird watching.
COVID-19: An Inquiry Through the Lens of Ethics
Facilitators: Jacob Appel, M.D., and MƒA Master Teacher Deame Hua
THURSDAY, JAN 13
MƒA SCIENCE
The pandemic has been a time of great fear, hardship, and loss for every New Yorker. But for some, particularly the elderly, frontline workers, and persons of color, the pandemic has posed additional layers of difficulty and distress. Join us in this workshop as we explore the ethical conversations and conflicts that have arisen during the pandemic. We will discuss and debate issues including vaccine distribution, healthcare access and treatment, resource allocation, and priority setting. Teachers will have a chance to examine current data on the COVID-19 pandemic and work together to explore the data from both a scientific and ethical standpoint. Student-facing materials regarding the pandemic will also be shared and analyzed. This course is for any middle or high school science teacher who would like to incorporate ethics analysis into their curriculum.
Dr. Jacob M. Appel is a physician, bioethicist, attorney, author, and poet. He is currently the director of Ethics Education in Psychiatry and teaches at Mount Sinai School of Medicine. His publications include pieces on reproductive ethics, neuroethics, organ donation, and euthanasia. His novel, The Man Who Wouldn’t Stand Up, won the Dundee International Book Prize in 2012. Dr. Appel is also the subject of the 2019 documentary film, Jacob, by director Jon Stahl. He has a J.D. from Harvard Law School and an M.D. from Columbia University of Physicians and Surgeons.
Crickets in the Classroom
Facilitators: Peri Mason, Ph.D., and MƒA Master Teacher Emily Schmidt, Ph.D.
TUESDAY, OCT 19
MƒA SCIENCE
Join us as we delve into the world of animal behavior on the wings of the house cricket, a fascinating and commercially available study organism. These insects exhibit an array of behaviors that can be described and quantified by students, from foraging and defense of territory to expressions of personality. In this workshop, we will reveal how the house cricket can be used as a vehicle for learning about the causes and consequences of animal behavior, while also strengthening skills in experimental design. We will develop an ethogram for the house cricket, brainstorm questions students might explore with crickets, and design and execute an experiment aimed at understanding a specific behavior we have observed. This workshop is for any teacher interested in developing labs for AP Biology or animal behavior courses, who teaches principles of experimental design, or who is looking for a way to inspire students at any grade level. We think you’ll find that crickets are more than just lizard food!
Dr. Emily Schmidt is an MƒA Master Teacher and science teacher at the Bronx High School of Science in the Bronx.
Dr. Peri Mason is a science teacher at Bard High School Early College Queens in Queens.
Developing Math Tools Centers That Work: Why and How?
Facilitators: MƒA Master Teachers Lauren Anderson and Kyla MacDonald
TUESDAY, OCT 5
MƒA MATHEMATICS
How might we create a dedicated space in our classrooms for mathematics tools that enhance understanding and cultivate student autonomy? In this workshop, we will learn how manipulatives enhance student understanding, explore how mathematics
tool centers can support student independence, and discuss how to facilitate their use. Together, we will work to create a designated classroom space for students to recognize and self-select the tools needed to support them in their mathematics learning and problem-solving. Teachers will leave ready to create a mathematics tools center in their classrooms. This course is best suited for teachers of grades 3-8.
Lauren Anderson and Kyla MacDonald are MƒA Master Teachers and mathematics teachers at P.S. 321 William Penn in Brooklyn.
Engineering Tomorrow: Vaccine Distribution Demo
Facilitators: Kristine Budill and Timothy McNiff, Ph.D.
TUESDAY, OCT 5
MƒA SCIENCE
Are you looking for ways to bring free, hands-on engineering experiences to your students? In this workshop, teachers will explore resources developed by Engineering Tomorrow (ET), a nonprofit organization founded by engineers to inspire young people to pursue careers in engineering. The ET Curriculum is developed and delivered by engineers and offers both in-person and virtual engineering labs. Along with each lab kit, ET provides NGSS-aligned teacher guides and interactive student workbooks. ET will also bring an engineer or college engineering student to your classroom via Zoom. In this workshop, guided by an ET engineer, teachers will explore the program and engage in a simulation of the Vaccine Distribution lab, becoming familiar with the teacher guide, interactive student workbook, and accompanying materials. This workshop is best suited for any high school STEM teacher who wants to incorporate more engineering into their classroom.
Kristine Budill has seven years of teaching experience in the areas of engineering, computer science, math, and finance. Prior to her role as an educator, Kristine spent over ten years working at a private equity fund and served as the Director of Business Development at Haemonetics Corporation, where she was responsible for analyzing, negotiating, and managing corporate investments in new technologies. Her early career included a variety of technical roles at ITT Fluid Technology Corporation and GE Aircraft Engines. Kristine holds a NYS Teacher Certification from Manhattanville College, a master’s degree in Management Science from MIT Sloan School of Management, a master’s degree in Electrical Engineering from MIT, and a bachelor’s degree in Electrical Engineering from Yale University.
Dr. Timothy McNiff is the Executive Director of Engineering Tomorrow. Before that, he served as a school superintendent for 30 years with his most recent position being the school superintendent for the Catholic schools in the Archdiocese of New York. During his tenure as an educator and school administrator he also served as an adjunct professor for the University of Notre Dame, a board member for the U.S. Chamber of Commerce’s Education Committee, and has been a keynote speaker both nationally and internationally.
Establishing Classroom Norms for Vital
Conversations of Current Events p Facilitators: Brandi Forté and Jayne Sohn
WEDNESDAY, OCT 13
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP
Educators across the country are returning to their classrooms, both virtual and physical, to be with students again, while the nation as a whole still grapples with a global pandemic which has caused hardships and losses for many families. With this, the pandemic has exposed more broadly the longstanding inequities that impact so many who are systematically marginalized by institutions in our society. Furthermore, the continued protests over police brutality and subsequent movement for change across the country have led to a national conversation and stirring of consciousness around racial injustice. As teachers, with all that is going on in our world, we hold the incredible responsibility of making space for students to process a range of emotions, ask questions, and consider ways in which they can contribute to making change. If done irresponsibly, we run the risk of doing more harm to students while widening gaps in their understanding. In this workshop, we will look at how we can talk responsibly about current events with our students, and we will create norms that honor all perspectives and support a deeper understanding of these issues. We hope you join us for this workshop, geared towards supporting educators from grades K-12 in doing this critical work.
Brandi Forté has worked in educational settings and communities in California and New York since 2004. She joined Community Roots, a Roots ConnectED learning site, in 2006 as a founding teacher. Holding multiple roles and teaching grades K-5 led to a lens informed by experiences working with a range of ages, diverse learners and families, and collaborating with different teams. She feels that Roots ConnectED is a unique space to build empathy, understanding, and to refine our reflective capacity.
Jayne Sohn has been an educator since 2001 and, in that time, she has taught students from 4th through 8th grades in both Los Angeles and New York City. Since 2009, she has been a teacher at Community Roots Charter School in Brooklyn, New York, a Roots ConnectED learning site. She has been an educational coach and workshop facilitator for Roots ConnectED since 2016, where she has supported educators and school leaders in adopting anti-bias education approaches to classroom culture and curriculum development with a focus on critical literacy and social studies, as well as supporting staff development around how our own identities, power, and privilege impact the work we do.
Excel Training for Data Specialists and Enthusiasts
Facilitator: MƒA Master Teacher Dave Richardson
THURSDAY, NOV 18
MƒA COMPUTER SCIENCE AND TECHNOLOGY
Are you a new data specialist at your school, planning to take on this role in the coming year, or simply interested in learning new data analysis skills? If so, join us as we dive into the fundamentals of Excel and learn to run a variety of reports for use in our school communities. We will explore skills such as the VLOOKUP and SUMPRODUCT functions, pivot tables, and more to create reports that highlight various statistics. By the end of this workshop, you will be able to confidently run data reports for your school community that can call attention to inequities and important trends that may exist. While this course is best suited for new data specialists, all excel enthusiasts are welcome to join.
Dave Richardson is an MƒA Master Teacher and mathematics teacher at High School of Economics and Finance in Manhattan.
Exploring Cozmo: Learning How to Program a Virtual Robot
Facilitator: MƒA Master Teacher Ramona Fittipaldi
MONDAY, NOV 1
MƒA MATHEMATICS
Are you interested in starting a virtual robotics club, but need support? Come join us as we explore the foundations of programming Cozmo, a virtual robot, using the Calypso software. The software allows you to teach Cozmo to move and turn, collect cubes, follow voice commands, and play games. Resources used with a virtual robotics club will be shared as we navigate the software and complete challenges. No prior programming knowledge is necessary and all teachers are welcome.
Ramona Fittipaldi is an MƒA Master Teacher and mathematics teacher at Young Women’s Leadership School in Manhattan.
Exploring Magnetism
Facilitators: Greg Fuchs, Ph.D., Jialun Luo, Brendan McCullian, Ph.D., and Mark Walsh
WEDNESDAY, NOV 3
ONLINE SCIENCE + PLEASE NOTE: THIS IS A HANDS-ON COURSE AND TEACHERS WILL NEED TO COME TO MƒA IN ADVANCE OF THE SESSION TO PICK UP MATERIALS.
Magnetism plays a key role in modern technology, with applications ranging from navigation to information storage and computation. Understanding magnetism at a fundamental level will be central to developing the next generation of technologies, including energyefficient information storage and quantum information platforms. In this workshop, members of the Fuchs lab at Cornell University will share some of their work on magnetism and magnetic resonance in novel and nanoscale systems. Following the presentation and utilizing the free app, Arduino Science Journal, teachers will explore a hands-on activity using the magnetometer sensor in their phones to study the relationship between magnetic field and distance. This course is best suited for physics teachers, but all middle and high school STEM teachers are welcome.
Dr. Greg Fuchs is an associate professor in the Department of Applied and Engineering Physics at Cornell University where his research focuses on magnetic materials, spin dynamics, and developing new forms of magnetic microscopy. He earned his B.S. in Physics and Chemistry Education from the University of Wisconsin-Madison and taught high school science for five years. He earned his Ph.D. at Cornell and was a postdoc at University of California, Santa Barbara until returning to Cornell as a faculty member.
Jialun Luo received his B.S. in Physics and Mathematics from Carleton College in Minnesota. He is working towards a doctoral degree in physics in the Fuchs Lab, where he develops and fabricates nanostructures that enhance single photon emissions from defects in 2D materials such as hexagonal boron nitride. The single photon source is a key element in photon-based quantum communication processes.
Dr. Brendan McCullian received his B.S. in Physics at Penn State and his Ph.D. at Ohio State University. He is now working as a postdoctoral researcher in the Fuchs lab, utilizing mechanical driving to engineer stable single photon emission from defects in diamond for quantum information science applications.
Mark Walsh is the Outreach Programs Coordinator for the Cornell Center for Materials Research. He received his B.S. in Biology from Hartwick College and taught middle and high school science for 20 years in New York City, Turkey, the United Arab Emirates, and Malaysia.
Focus on the Process: Opening Up Questions in the Mathematics Classroom
Facilitators: MƒA Master Teachers Renu Budhraja and Andy Deegan
TUESDAY, NOV 16
MƒA MATHEMATICS
How might we change the language and structure of mathematical tasks to encourage students to analyze the problem-solving process? For example, rather than asking students to “Solve: cos x = 1,” what happens if we instead say, “The cosine of an angle is almost 1. What could the angle be?” Open-middle and openended questions require students to focus on analysis, planning, and process, rather than asking students to memorize procedures. In this workshop, high school mathematics teachers will learn how to modify existing course materials to incorporate these “open questions” that ask students to truly understand the entire problem-solving process. Examples of “open questions” can be found at Robert Kaplinsky’s and Nanette Johnson’s website: www.openmiddle.com.
Renu Budhraja and Andy Deegan are MƒA Master Teachers and mathematics teachers at Millennium Brooklyn High School in Brooklyn.
Fostering Humanizing and Loving STEM
Classrooms p Facilitator: Tia Madkins, Ph.D.
MONDAY, SEP 27
MƒA INQUIRY, PRACTICE, AND LEADERSHIP
Can you remember a teacher in your K-8 schooling who you knew genuinely and deeply cared for you? Almost all of us have at least one memory of an educator who impacted our educational lives in this way - but rarely do we associate loving, humanizing, and caring classrooms with STEM teachers. In this course, we will
explore why we should foster classroom environments where students feel loved and valued while learning STEM. Teachers will build upon the practical examples shared to understand how they can develop their own humanizing approaches to STEM teaching and learning. While this course is best suited for elementary and middle school teachers, all teachers who want to understand and strengthen their culturally relevant and responsive teaching mindsets and practices are welcome!
Dr. Tia C. Madkins is an assistant professor of STEM Education at The University of Texas at Austin. Dr. Madkins’ research focuses on supporting PK-16 educators to engage equity-focused teaching practices to transform STEM classrooms for minoritized learners. After earning a bachelor’s degree in Biology and master’s degree in Science Education, she taught elementary and middle school students in Los Angeles and Oakland, California.
Gaining A Deeper Understanding of Students
Through Their IEPs p Facilitator: MƒA Master Teacher Diana Chan
THURSDAY, OCT 14
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP
If you teach students who have individualized education plans (IEPs), reading through their IEPs can be an intimidating task. In this workshop, we will explore the information teachers can glean from the IEP, review special education terms and acronyms, and dive into the components of the IEP by logging onto NYC DOE SESIS to view and unpack our students’ IEPs. The objective of this workshop is to assist general education teachers across all grade levels to gain a better understanding of IEPs and how to use them to best serve their students.
Diana Chan is an MƒA Master Teacher and mathematics teacher at Benjamin N. Cardozo High School in Queens.
Geologic Field Study of Central Park
Facilitators: Rich Lebowitz and MƒA Master Teacher Carolina Castro-Skehan
THURSDAY, SEP 30
OFFSITE SCIENCE
Let’s take a trip to Central Park, an incredible outdoor teaching laboratory, to unearth clues about New York City’s geologic history. The goal of this outdoor workshop is for teachers to become familiar with the various outcrops, formations, and evidence of glaciation scattered throughout the park in order to plan their own geologic field study or virtual field trip for their students. During this field lab, we will experience the lab as students, taking photos, collecting data, and answering questions in provided lab booklets, as we walk throughout the park observing geologic formations. We will also use smartphone-mounted microscopes to observe mineral crystals found in local bedrock. The field evidence we explore will help students conclude that glaciers covered New York City during our last ice age. This workshop is intended for all Earth Science teachers and geo-enthusiasts.
Carolina Castro-Skehan is an MƒA Master Teacher and science teacher at Comprehensive Model School Project M.S. 327 in the Bronx.
Rich Lebowitz is a science teacher at South Side Middle School in Rockville Centre, NY.
Green Chemistry: Elevate Student Engagement and the Environment
Facilitators: Scott Carlson and MƒA Master Teacher Andrea Steele
THURSDAY, NOV 18
MƒA SCIENCE
Do you want to sustain student engagement while also sustaining the environment? You can do both through a pedagogical shift to green chemistry. From Silent Spring to household products, ocean plastics to sneakers, join us as we contextualize chemistry through real-world examples and culturally relevant education. In this interactive workshop, teachers will learn how to bridge sustainability, equity, and green chemistry principles as they develop the skills and knowledge to update their chemistry curricula in topics such as Le Chatelier’s Principle, exothermic and endothermic reactions, and acid-base chemistry. Bring your own goggles as we delve into sample lab activities and discuss how each can be updated through a green equity lens. All chemistry teachers are welcome.
Scott Carlson is a science teacher at W. H. Maxwell Career and Technical Education High School in Brooklyn.
Andrea Steele is an MƒA Master Teacher and science teacher at East New York Family Academy in Brooklyn.
The Higgs Mechanism and How It Shaped the Universe
Facilitators: MƒA Master Teachers Joshua Ilany and Nathaniel Wight
WEDNESDAY, DEC 15
MƒA SCIENCE
You may have heard about the Higgs boson and how it gives mass to other particles, but did you know that the Higgs mechanism also gave us light, electromagnetism, and the weak force? Until the universe cooled to a paltry quadrillion °C, causing a symmetry of the Higgs field to “spontaneously break,” none of these existed and all other particles were massless. In this workshop, we will explore the concept and examples of spontaneous symmetry breaking in the context of more familiar phenomena, like magnetism, before applying it to the Higgs mechanism itself. We will use graphs and mathematical analysis to discover how a Higgs-like field fractures at “low” temperatures into pieces – particles – with varying properties, and how these affect the other particles. We’ll conclude by exploring the implications of the Higgs mechanism on the long-term stability of the universe. This workshop is best suited for teachers with a basic familiarity of complex numbers and fields who want a deeper understanding of the Higgs boson and its role in our understanding of the universe.
Joshua Ilany is an MƒA Master Teacher and science teacher at The Bronx High School of Science in the Bronx.
Nathaniel Wight is an MƒA Master Teacher and science teacher at Beacon High School in Manhattan.
Illustrate to Stimulate: Understanding Earth Science Through Drawings
Facilitators: MƒA Master Teachers Marna Lehnert Chaky and Angela Oldenburg
THURSDAY, NOV 18
MƒA SCIENCE
Whether it is Darwin’s famous finches or Copernicus’ revolutionary sketches of our heliocentric solar system, drawing has been deep-rooted throughout the history and evolution of science and discovery. Regardless of artistic level, science illustration can be used as a tool to strengthen student observation and metacognitive skills, foster an understanding of complex and abstract ideas, and provide an outlet for creativity, stress-relief, and growth. We will begin by defining what makes a “good” scientific illustration and looking at literature supporting the benefits of using science illustrations. We will then explore and practice activities and techniques that can be seamlessly incorporated into any Earth Science curriculum. Teachers will have time to discuss, collaborate, and reflect on ways they can develop and strengthen the use of science illustrations in the classroom. This course is best suited for Earth Science teachers, but all teachers are welcome.
Marna Lehnert Chaky is an MƒA Master Teacher and science teacher at High School of Hospitality Management in Manhattan.
Angela Oldenburg is an MƒA Master Teacher and science teacher at World Journalism Preparatory: A College Board School in Queens.
Impactful Classroom Management Through Thoughtful Accountability
THURSDAY, OCT 14
MƒA INQUIRY, PRACTICE, AND LEADERSHIP
How can we instill a sense of accountability in our classrooms while maintaining the flexibility to address the social-emotional issues the COVID-19 pandemic has more prominently surfaced in our students? Whether you are a strict disciplinarian with a top-down code of conduct, or you seek to create a community dialogue where everyone has a say in the rules, we have all needed to reimagine our management styles since COVID-19 took hold. In this workshop, we will use a case study that highlights the choice between categorical rules (for order) and unit cohesion (for morale) to better appreciate management choices in our classrooms. This workshop will set teachers up for prioritizing the social and emotional needs of students by creating a safe place of thoughtful accountability. All teachers of any subject or grade level will find this workshop beneficial.
Michael Holmes is an MƒA Master Teacher and science teacher at High School of American Studies at Lehman College in the Bronx.
Amos Levy is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.
Introduction to Egyptian Fractions
Facilitators: MƒA Master Teachers Kiersten Franz and Steven Stein
MONDAY, NOV 8
MƒA MATHEMATICS
How do you split nine loaves of bread between ten people? You might say, give everyone 9/10 of a loaf, but the ancient Egyptian method was: give everyone one-half of a loaf, then give everyone one-third of a loaf, and finally, give everyone 1/15 of a loaf. Why and how was this done? In this workshop, we will learn how the Egyptians were able to express any fraction as the sum of unit fractions. We will also discuss related mathematical techniques and show how to bring these ideas into the classroom. This workshop is open to all mathematics teachers as well as anyone who wants to learn a new (and very old) way of thinking about fractions.
Kiersten Franz and Steven Stein are MƒA Master Teachers and mathematics teachers at Brooklyn Technical High School in Brooklyn.
It’s All Linear Algebra
Facilitator: MƒA Master Teacher Patrick Honner
MONDAY, NOV 8
ONLINE MATHEMATICS
Linear algebra plays a fundamental role in some of mathematics’ most important and modern applications, such as data science, differential equations, statistics, and machine learning. While mathematics students usually don’t take a linear algebra course until college, the essential ideas are present throughout secondary mathematics curricula. Join us and learn how some of the big ideas of linear algebra — such as independence, span, and systems — are woven into the algebra, geometry, and calculus classes we teach, and see how you can make mathematical connections throughout the curriculum and beyond for yourself and your students. No prior knowledge of linear algebra is required.
Patrick Honner is an MƒA Master Teacher and mathematics teacher at Stuyvesant High School in Manhattan.
It’s a Mod, Mod, Mod, Mod World!
TUESDAY, NOV 30
ONLINE MATHEMATICS
As members of MƒA, we all know that 7+8=15, right? Maybe not. Sometimes the answer is 7+8=3. After all, it is a mod world in which we live. Bad puns aside, modular arithmetic can be used to justify divisibility
tests, determine what day of the week it will be a certain number of days from today, and even solve linear Diophantine equations. In this workshop, we’ll play with fun problems and explore how modular arithmetic can help. Along the way, we’ll consider how these ideas connect to our classrooms and pop culture. Hurry up and register… The clock is ticking! This workshop is best suited for middle and high school mathematics teachers.
Michael Riccardo and Scott Schwartz are MƒA Master Teachers and mathematics teachers at Bayside High School in Queens.
Facilitator: Ashwin Ramanathan
WEDNESDAY, DEC 1
ONLINE COMPUTER SCIENCE AND TECHNOLOGY
Websites have become more and more interactive, asking users to input various information such as restaurant orders, Like button clicks, and subscription information. This information often needs to be saved to and read back from a database in order to be useful and have some permanence once the webpage is closed. In this workshop, teachers will learn the basics of creating a website’s back-end using JavaScript and Google’s Firebase Realtime Database. No background in JavaScript or coding is needed to jump right into this workshop.
Ashwin Ramanathan is a computer science teacher at Jamaica Gateway to the Sciences in Queens.
JavaScript: Let’s Create Responsive Applications
Facilitators: Alex Theodoridis and MƒA Master Teacher Rami Abdelghafar
WEDNESDAY, JAN 19
ONLINE COMPUTER SCIENCE AND TECHNOLOGY
JavaScript is one of the most flexible and powerful programming languages on the web. In this workshop, we will learn programming fundamentals and concepts using the latest JavaScript syntax. From taking apart a popular webpage to programming interactive games, JavaScript opens the door to numerous possibilities in education through the affirmation of one’s own learning needs, knowledge, and skills. We will learn and use basic knowledge of JavaScript to build a maze and implement an algorithm to solve this maze collaboratively. Finally, we will look over resources to help continue growing our JavaScript content and skills through multiple forms.
Alex Theodoridis has been a passionate software engineer for 22 years. He has worked extensively in building systems and providing solutions that drive and support business in the financial, DevOps, logistics, and e-commerce sectors. He is currently the Senior Software Engineer for the Olayan Group, where he works on system integration between enterprise solutions for accounting, front and back-office activities, legal, as well as financial reporting. His experience as a founding member and CTO of Ferto - a grocery delivery startup in Greece - has been a deep learning experience in logistics and the business to business (B2B) and business to consumer (B2C) fields. He has had the pleasure and honor of contributing to the academic sector by creating Metalogon for MIT, a tool that assists with the rhetorical analysis of student presentations.
Rami Abdelghafar is an MƒA Master Teacher and science teacher at Bronx Collaborative High School in the Bronx.
Learning Google Sheets Functions by Tasks
Facilitator: MƒA Master Teacher Huo Chen
THURSDAY, DEC 2
ONLINE COMPUTER SCIENCE AND TECHNOLOGY
Are you looking for ways to simplify your day-to-day school tasks? Join us as we learn and discuss different ways to use Google Sheets functions to automate our work. We’ll explore various functions and tools including SUMIF, FILTER, QUERY, RAND, and conditional formatting to complete tasks such as course outlines that automatically highlight the row of today’s lesson, tracking monthly spending by category, searching student information, and generating different versions of questions and answers. This course is best suited for teachers with some basic knowledge of spreadsheets.
Huo Chen is an MƒA Master Teacher and mathematics teacher at The Bronx High School of Science in the Bronx.
Lessons from Remote Learning
Facilitators: MƒA Master Teachers Shana Henry, Ph.D., Abigail Kirchman, and Athena Leonardo
MONDAY, SEP 20
MƒA INQUIRY, PRACTICE, AND LEADERSHIP
In March 2020, our world was turned upside down. We experienced immediate personal and community changes as our schools shifted to remote instruction. In
the subsequent year, our school communities endured constant policy changes, a struggle to connect and communicate, and countless schedule modifications amidst a global pandemic and a national racial reckoning. How did this past year and a half transform us and our students? What lessons can we take away from the remote learning experience, and what do we want to bring with us back into the classroom? This course is designed for all teachers who are interested in reflecting together about our remote learning experiences. Join the small and whole group conversations to consider how this experience may have shifted our philosophies and practices.
Dr. Shana Henry is an MƒA Master Teacher and computer science teacher at James Baldwin School: A School for Expeditionary Learning in Manhattan.
Abigail Kirchman and Athena Leonardo are MƒA Master Teachers and mathematics teachers at James Baldwin School: A School for Expeditionary Learning in Manhattan.
Making Algebra Accessible to All
Facilitators: MƒA Master Teachers Stephanie Murdock and Christina Varghese, Ph.D.
THURSDAY, NOV 18 ONLINE MATHEMATICS
How might we support our students as they learn algebra during a pandemic and over a year of remote learning? Join us as we explore a variety of new and effective tools to engage our students this fall and increase their retention. We will begin by reflecting on the challenges of remote teaching and compile a list of tools, software, and hardware that have been valuable in engaging students remotely. We will collaboratively check out new tools, as well as give and receive feedback on how to make our classrooms accessible to all our learners in both synchronous and asynchronous ways. The course is best suited for Algebra I and Algebra II teachers, but would be beneficial to anyone teaching mathematics courses for grades 8-12.
Dr. Christina Varghese is an MƒA Master Teacher and mathematics teacher at Mott Hall V in the Bronx.
Manipulatives in the Mathematics Classroom
Facilitator: Jon DeLise
THURSDAY, SEP 30
MƒA MATHEMATICS
Let’s take the edge off mathematics! In this workshop, mathematics teachers will look at new ways of introducing topics using a variety of hands-on activities. These activities require materials that are easily obtained, inexpensive household items. The activities aim to develop mathematical concepts and can be adapted to most grade levels. Some time will be spent developing activities for each teacher’s unique classroom. The focus will primarily be on middle and high school topics, but all mathematics teachers are welcome to attend.
Jon DeLise is a “retired” mathematics department chairperson with over forty years of experience. He focuses on using hands-on activities to motivate students and help develop their understanding of mathematics. Jon has taught mathematics in middle school and high school to students with a wide range of abilities and has also served as an adjunct at local colleges. He has presented at local, regional, and national professional conferences. Jon is a graduate of The City College of New York with advanced degrees from Yeshiva University and Queens College. His favorite math formula is V+F=E+2.
Facilitators: MƒA Master Teachers Jennifer Pedraza and Adam Pisco
WEDNESDAY, JAN 5
ONLINE MATHEMATICS
Are you a sports fan who is disappointed by the poorly contextualized sports tasks that show up in most mathematics curricula? In this workshop, we will develop authentic, sports-related assessment tasks to be used in middle and high school mathematics classrooms. Join us and other sports fans to discuss ways to build on an area of student and teacher interest. We will evaluate different tasks, discuss topics of interest, and create activities that can be used in our classrooms. While this course is best suited for middle and high school mathematics teachers who are passionate about sports, all teachers who want to incorporate meaningful sports tasks are encouraged to join.
Jennifer Pedraza is an MƒA Master Teacher and mathematics teacher at The Bronx High School of Science in the Bronx.
Adam Pisco is an MƒA Master Teacher and mathematics teacher at International High School at Union Square in Manhattan.
MƒA Tech Night
Facilitators: MƒA Master Teachers Amy Lee, Alexander Lord, Ed.D., and Gabe Rosenberg, Ph.D.
THURSDAY, SEP 30
ONLINE COMPUTER SCIENCE AND TECHNOLOGY
Want to explore game-changing technology to lighten your load? Join us for MƒA Tech Night as we explore digital tools to support feedback, collaboration, assessment, and discussion in our classrooms. Teachers will learn by doing as they hear from their colleagues who will share tips, tricks, and strategies to maximize these technologies in any STEM classroom. These presentations will be quick overviews of various tools with a chance to ask questions, rather than indepth explorations. There will be multiple rounds of technology tools and applications showcased, and teachers will choose which specific tools they would like to learn more about. Presentations will include Edpuzzle, Doceri, Jamboard, Autocrat, mail merge, and more. Check the Small-World Network for the full list of tech tools. All teachers are welcome!
Amy Lee is an MƒA Master Teacher and mathematics teacher at Queens High School for Language Studies in Queens.
Dr. Alexander Lord is an MƒA Master Teacher and mathematics teacher at Francis Lewis High School in Queens.
Dr. Gabe Rosenberg is an MƒA Master Teacher and mathematics teacher at Bard High School Early College in Manhattan.
Misleading Graphs and the Stories We Tell Facilitator: MƒA Master Teacher Kendra Din
MONDAY, NOV 29
ONLINE MATHEMATICS
Confusing graphs are everywhere, and intentionally misleading graphs are pervasive in all forms of media. But can students tell the difference? This workshop will introduce teachers to eight common methods of deception used by savvy statisticians for their calculated purposes -- usually to swindle or bias their audience. In this workshop, the teaching of an entire unit on misleading graphs and media duplicity will be modeled as teachers explore existing deceptive graphs online. Teachers will join a working group of their choice to delve deeper and will leave with a full unit curriculum that can be modified for students at any statistical ability level with a gauntlet of immediately usable resources for in-person and remote mathematics classrooms.
Kendra Din is an MƒA Master Teacher and mathematics teacher at CityAs-School in Manhattan.
Organizing Your Digital Space
Facilitator: MƒA Master Teacher Lauren Friedman
WEDNESDAY, SEP 22
MƒA COMPUTER SCIENCE AND TECHNOLOGY
Spring cleaning may be a good time to get your house in order, but let’s get to fall cleaning our digital “homes” now. We will explore the benefits of organizing our digital spaces, learn tips on how to organize our digital lives in ways that not only are less daunting but will help us become more efficient, and discuss the mental health benefits of doing these activities. Teachers will have time to practice these new skills and will be provided with tips for success to continue on their digital organization journey. This session is perfect for teachers who enjoy being organized but may not be that organized (yet).
Lauren Friedman is an MƒA Master Teacher and mathematics teacher at Susan E. Wagner High School in Staten Island.
Physics Demo Derby
Facilitators: MƒA Master Teachers Jared Jax, Ed.D., and Marieke Thomas
THURSDAY, OCT 21
MƒA SCIENCE + PLEASE NOTE: TEACHERS WILL BE EXPECTED TO SHARE A DEMO OR EXPERIMENT DURING THE WORKSHOP.
From sports to travel, physics applies to nearly every aspect of our daily lives, yet students often complain that it is the most abstract, difficult-to-understand science discipline. Allowing students to investigate physical phenomena can spark their curiosity and may even ground equations in real life. In this workshop, each teacher will share a short demo or activity, along with a written description for the other teachers to replicate the demo in their classrooms. The goal is for every teacher to leave with new ideas to deepen students’ physical intuition and understanding and to anchor lessons and units around physical phenomena. Teachers are encouraged to share demos specifically on topics related to mechanics, but any physics demo of interest is welcome.
Dr. Jared Jax is an MƒA Master Teacher and science teacher at Staten Island Technical High School in Staten Island.
Marieke Thomas is an MƒA Master Teacher and science teacher at The Bronx High School of Science in the Bronx.
Polymers: More Than Common Consumer Plastics
Facilitator: John Henssler, Ph.D.
WEDNESDAY, JAN 19
MƒA SCIENCE
Plastic bags, bottles, toys, and packaging. These are just a few examples of common consumer polymers. With the many unique solutions they offer, consumer polymers have become an integral part of our daily lives. So much so, it can be hard to imagine life without them. Advanced synthetic polymers have led to significant developments across the medical, transportation, and personal care industries. In this workshop, we will explore an overview of polymer synthesis, structures, and applications and also discuss both the positive and negative societal and environmental impacts resulting from the development and use of polymer materials. Examples of existing polymers, polymer research, and polymerization experiments will also be incorporated into the session. This course is best for high school chemistry teachers but anyone interested in learning more about polymer chemistry is welcome to attend.
Dr. John Henssler is a Clinical Professor and Director of the Organic Chemistry Teaching Laboratories at New York University. He received his B.S. in Chemistry, with a concentration in Polymer Chemistry at the University of Pittsburgh. He completed his Ph.D. in Organic Materials Chemistry at the University of Michigan and a Postdoctoral Fellowship at NYU’s Materials Research Science and Engineering Center. His research interests range from the synthesis of organic electronic materials, including polymers, to chemical education.
Psychosocial Recovery Skills to Support Students
p Facilitator: Peggy O’Neill, Ph.D.
THURSDAY, SEP 30
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP
Structural oppression and the on-going challenges posed by COVID-19 continue to cause trauma or reopen old trauma wounds for students. In this workshop, teachers will learn trauma-informed and evidence-based foundational psychosocial recovery skills to support students in the ongoing effects of long-standing and intersecting pandemics. These interventions include grounding techniques, active listening, reflection, establishing safety, and psychoeducation. By the end of this workshop, we will establish a common definition of trauma-informed foundational skills and explore how to support psychosocial recovery individually and in school-based groups as teachers. This workshop is for all teachers, regardless of grade level or subject, who are interested in supporting their students with psychosocial recovery.
Dr. Peggy O’Neill received her bachelor’s degree in special education from Boston College, her master’s degree from the Columbia University School of Social Work, and her Ph.D. in clinical social work from New York University. Dr. O’Neill joined the faculty of Smith College School for Social Work in 2012. She served as the Associate Dean of Academic Affairs for three years, from 2015 through 2017. Prior academic appointments include serving eight years as senior lecturer at Columbia University School of Social Work. Dr. O’Neill is especially interested in deepening authentic connections and relationships across differences with particular attention to challenging oppression and finding resilience in the face of trauma.
Putting the Fun Back in Functions
MONDAY, DEC 6
MƒA MATHEMATICS
Once upon a time, an Algebra II teacher assigned a silly-looking homework problem asking students to find two functions ƒ(x) and g(x) that satisfy a particular relationship. Although the problem appears at first glance to be deceptively simple, it has revealed itself to be full of surprises. After years of gestation, four distinct families of solutions have been found, including one family discovered by a group of Algebra II Honors students. Have all of the solutions been found? Attend this workshop and decide for yourself. This problem and its variants can be used to create rich assignments for all students at the Algebra II level and beyond. The problem does not appear on the internet and is being presented for the first time outside of the facilitator’s school. This workshop is designed for Algebra II and Pre-Calculus teachers, but is appropriate for mathematics teachers of all levels.
Dr. Kent Freeman is an MƒA Master Teacher and mathematics teacher at Bard High School Early College Queens in Queens.
Queer Your Classroom! p Facilitator: MƒA Master Teacher Teacher Jamie Kubiak
TUESDAY, OCT 19
MƒA INQUIRY, PRACTICE, AND LEADERSHIP
Queer people have frequently been marginalized in the science and mathematics fields. Often, a student’s experience with queer identities in school is limited. As teachers we have an opportunity to not only include, but also affirm, represent, and normalize queer people in STEM classrooms. In this workshop, teachers will identify specific issues which arise when queer students are not affirmed and represented in their curricula, explore data that support this work, reflect on areas of improvement in their classes, identify areas of strength in their curricula, and think about the redesign of a lesson or unit to be inclusive of queer identities. Teachers will discuss and learn different strategies, ranging from simple to complex, to best support queer students. They will also learn how to implement this work school-wide and how to advocate for the changes needed to support queer students both in and out of their classrooms. This workshop is intended for any teacher (LGBTQIA+ or ally) of any level who wants to support, represent, and affirm queer students in their STEM classrooms.
Jamie Kubiak is an MƒA Master Teacher and science teacher at Park East High School in Manhattan.
Questioning Techniques for Deeper Mathematics Learning Using Teaching WalkThrus
Facilitator: Tom Sherrington
WEDNESDAY, SEP 29
ONLINE MATHEMATICS
How do we ensure all our students are deeply thinking? How do we find out what they are thinking about, how they understand the mathematical processes and models we are trying to teach them, and where their misconceptions lie? In this workshop, teachers will explore a range of questioning techniques and routines that allow them to support students in giving better verbal responses, checking their understanding, and developing their fluency in mathematical thinking. We will discuss how to create a positive culture of error so students are not inhibited by the fear of being wrong and also collaborate to establish a hierarchy of questions to create a ladder of difficulty within the same topic. All of this will be supported by a selection of strategies from the popular Teaching WalkThrus materials written by the facilitator, a set of visual fivestep guides to support teachers everywhere. The course is open to mathematics teachers at any grade level as we will use examples from a range of contexts.
Tom Sherrington is an education consultant and author. He writes the popular blog teacherhead.com and his books include The Learning
Rainforest and best-seller Rosenshine’s Principles in Action. Most recently he co-authored Teaching WalkThrus with Oliver Caviglioli. With 30 years of experience as a physics and mathematics teacher and school leader, including 11 years as a Headteacher, Tom is in demand from schools around the world to deliver continuing professional development for teachers and leadership teams. He works with several schools and colleges providing consultancy support on curriculum and improving the quality of teaching. He is a regular keynote speaker and contributor to conferences and education festivals.
Race and Evolutionary Biology: The Legacy of
Misuse and Misinterpretation p Facilitator: Kaia Tombak, Ph.D.
TUESDAY, SEP 28
MƒA SCIENCE
Long before Darwin, evolutionary theories were brewing among both Western and non-Western thinkers, alike. When Darwin published On the Origin of Species, social change in the West was slowly allowing evolutionary theory to become more acceptable to the public, but generally only in altered forms that justified the social order as a natural one. Unfortunately, evolutionary biology is still often misused and misinterpreted today - even by some scientists - so that it fits racist biases. While racism is sufficiently unjustified on moral grounds, it is helpful to understand the pressure points of the logic of a biological concept of race. In this workshop, we will begin by discussing what evolution is (and what it isn’t), then delve into how evolutionary principles became twisted to give rise to the biological concept of race, and finally break into small groups to discuss how these misconceptions and manipulations have fed justifications for racism throughout history and today. The course is best suited for middle and high school life science teachers but is open to anyone interested in how a better understanding of evolutionary biology can stop pseudoscientific justifications for racism in their tracks.
Dr. Kaia Tombak is a postdoctoral researcher in the Department of Anthropology at Hunter College, CUNY and a Junior Fellow at the Simons Society of Fellows. She holds an MSc from McGill University and a Ph.D. in Ecology and Evolutionary Biology from Princeton University. Her main line of research investigates the evolution of social behavior, including how egalitarianism or hierarchies emerge in primates and what social and ecological factors determine group size in zebras. She is passionate about incorporating anti-racism and social justice into teaching and research practices in academia.
Recognizing and Assessing Risk in Your Students
p Facilitator: Lujuana Milton, LICSW
MONDAY, OCT 4
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP
With the ongoing challenges posed by COVID-19, students and families continue to be under a great deal of stress. Teachers are often on the frontline of noticing when a child may be struggling. In this workshop, teachers will learn to recognize normal, abnormal, and severe reactions to stress and outline the essential elements of risk assessment and safety planning. We will explore symptoms of depression, suicidality, aggressive behavior, and self-harming strategies, as well as discuss interventions and guidance for when to make a specialized referral.
Lujuana Milton is a licensed independent clinical social worker (LICSW). She graduated with a B.A. and an M.S.W. from Boston College. With over 14 years of clinical experience in the field, she has worked in a variety of settings integrating a number of approaches. Since 2013, she developed and operates her own private group practice, South Shore Child and Family Counseling, LLC. Milton has taught at Fisher College in Boston, MA and currently is adjunct faculty at Boston College School of Social Work and Smith College School for Social Work.
Revisiting LEGO Serious Play
Facilitator: Heidi Brant
TUESDAY, DEC 7
MƒA INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: THIS WORKSHOP IS LIMITED TO TEACHERS WHO HAVE PREVIOUSLY COMPLETED AT LEAST ONE LEGO SERIOUS PLAY MINI-COURSE AT MƒA WITH HEIDI BRANT.
Are you interested in taking a deeper dive into how you might use the LEGO Serious Play method in your classroom? LEGO Serious Play 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 a variety of situations to solve complex problems. In this workshop, teachers who are familiar with the LEGO Serious Play method will practice applying their skills and incorporating them into socio-emotional learning at the high school level. Teachers will facilitate at least one build with guidance from the lead facilitator and feedback from their peers.
Heidi Brant is certified by the Association of Master Trainers in the Facilitation of the LEGO Serious Play method and materials. For over 10 years, Heidi worked for the LEGO Group as a creative digital producer 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.
Seeing is Believing: A Visualization of the Triangle Congruence Theorems
Facilitators: Dustin Shutes and MƒA Master Teacher Vivi Nguyen
TUESDAY, NOV 30
MƒA MATHEMATICS
Have you ever wondered how the triangle congruence theorems actually work? Sometimes mathematics is
presented as a set of ideas accepted as facts, but it is always more powerful when we can see and experience why and how these ideas became fact. In this workshop, we will explore ways to demonstrate how the most common theorems and postulates SSS, SAS, ASA, AAS, HL, and even sometimes SSA are true! We will begin by using common classroom materials such as a compass and straightedge or pipe cleaners and coffee stirrers to build 2D and 3D triangles. Then, we will discuss the benefits of these approaches as well as potential pitfalls and misconceptions. Finally, we will discuss ways to implement these strategies in the classroom as we develop and revise lesson plans.
Dustin Shutes is a mathematics teacher at Brooklyn Technical High School in Brooklyn.
Vivi Nguyen is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.
Self-Care Skills for Teachers and Students
Facilitator: Annemarie Gockel, Ph.D.
MONDAY, SEP 27
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP
The ongoing stress of structural racism and the fallout of the COVID-19 pandemic mean it is more important than ever to take care of and orient ourselves to the people and practices that nurture us. This workshop provides tips and tools for taking care amidst the challenges we face. Teachers will learn mindfulness skills, positive activities, the importance of helping oneself, and more. By the end of our time together, teachers will understand the importance of self-care, review a range of self-care strategies, identify practices to add to their toolkit, practice different forms of mindfulness activities, and review ways of helping students to develop self-care skills.
Dr. Annemarie Gockel (Lead Instructor), M.S.W., Ph.D., LICSW, SEP, is an Associate Professor of Social Work at Smith College School for Social Work. She researches mindfulness in clinical education and community-based intervention, and integrates mindfulness into her teaching and clinical practice. Gockel has had an ongoing personal practice of mindfulness for more than ten years. She trained in MBSR at the University of Massachusetts Center for Mindfulness. She teaches mindfulness at Smith College and local community health and social service organizations.
Socratic Seminars in the Mathematics and Science Classrooms
Facilitators: MƒA Master Teachers Kelly Hudson and Breanna Podmore
MONDAY, DEC 6
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP
Are you interested in having student-led discussions in your mathematics or science classroom? Do you want to push your pedagogy to the next level with regard to questioning and discussion? Then the Socratic seminar is just for you! The Socratic seminar allows students to engage in authentic discussions, take ownership of their opinions and research, and build relationships with each other through conversation. During this workshop, teachers will learn the traditional use of Socratic seminars, best practices for designing and implementing them, and discover ways of adapting them to meet the needs of their students, both in-person and remotely. Time will be given at the end of the workshop to share ideas and brainstorm how to implement these techniques. This course is intended for middle school mathematics and science teachers, but can easily be adapted for high school as well.
Kelly Hudson is an MƒA Master Teacher and mathematics teacher at Scholars’ Academy in Queens.
Breanna Podmore is an MƒA Master Teacher and science teacher at Scholars’ Academy in Queens.
Solving the Mystery: Incorporating Forensic Investigations Into Science Class
Facilitator: MƒA Master Teacher Bianca Brandon
THURSDAY, DEC 2
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? Or are you thinking of starting a forensic science class at your school but don’t know where to start? Then join this workshop to become familiar with topics in forensic science that could be taught as a stand-alone class or as part of the science curriculum for a Regents course. Teachers will participate in hands-on forensic science activities, explore the multidisciplinary nature of forensic science, and brainstorm how to infuse forensic science into the classes they currently teach. Teachers will leave with a treasure trove of forensic science resources, ideas on how to get started, and a network of colleagues with whom to share ideas. This session is best suited to high school science teachers, though all grade levels and subjects are welcome.
Bianca Brandon is an MƒA Master Teacher and science teacher at Staten Island Technical High School in Staten Island.
Spot It! Game Design Workshop
Facilitators: MƒA Master Teachers Phylicia Hoyt and Kate Litman
TUESDAY, NOV 30
MƒA INQUIRY, PRACTICE, AND LEADERSHIP
Want to be a game designer but don’t know where to start? Look no further! In this workshop, teachers will play the delightful game Spot It! and learn the ingenious mathematical principle behind the game’s deceptively simple design. Teachers will then use the design cycle to identify a learning goal from their content area and begin building a card deck for immediate use in their classrooms. Teachers will also troubleshoot gameplay
and discuss various modifications to the core mechanics of the game. This workshop is applicable to all content areas and levels and best suited to those with a creative mindset and playful spirit.
Phylicia Hoyt and Kate Litman are MƒA Master Teachers and mathematics teachers at Quest to Learn in Manhattan.
Stem Cells: Let’s Get Specialized!
Facilitators: MƒA Master Teachers Jesusa Merioles and Ioana Paunescu
TUESDAY, JAN 11
MƒA SCIENCE
Curious about stem cells? Wondering how to implement stem cell science into your curriculum, especially in a way that supports your English Language Learners (ELLs)? Then join us as we explore a performancebased assessment task (PBAT) grounded in research experiences from the Rensselaer Center for Stem Cell Research and the Columbia University Summer Research Program for Science Teachers. We will begin with an introduction to stem cells, then construct models for early embryonic development, and conclude by investigating how planaria can be used as a model organism for learning about stem cells. Throughout the workshop, teachers will participate in group activities to engage with classroom materials and resources while considering how these could be modified to support ELLs. This workshop is best suited for high school living environment teachers.
Jesusa Merioles and Ioana Paunescu are MƒA Master Teachers and science teachers at International Community High School in the Bronx.
Storytelling in Science: How Mini-Documentaries Can Engage Students
Facilitators: Isadora Varejão and MƒA Master Teacher Derek Dubossi
THURSDAY, OCT 21
MƒA SCIENCE
According to organizational psychologist Peg Neuhauser, “learning which stems from a well-told story is remembered more accurately, and for far longer, than learning derived from facts and figures.” Retro Report, an award-winning, nonprofit news organization based in New York City, has mastered the art of storytelling through mini-documentaries, bringing historical context and critical thinking to the classroom. Their videos serve the needs of many teachers who seek to explain the complexities of events that have shaped our society in the last century. In this workshop, we will explore two videos about genetically modified foods and nuclear power and their accompanying lesson plans to help students connect the past to the present, develop critical thinking skills, and build an empathetic understanding of historical events and how science and society intersect. Any science teacher looking for new ways to engage students and forge stronger connections between content and society will benefit from this workshop.
Isadora Varejão is the engagement producer at Retro Report, a nonprofit news organization dedicated to making historical documentaries that give context to current news events. She helped develop Retro Report in the Classroom, an education site that offers free lesson plans based on the organization’s award-winning short documentaries. Varejão supports high school and college educators from all over the country to teach them how Retro Report can help them include more videos in their curriculum. Varejão is from Brazil, where she graduated in journalism from the Pontifical Catholic University of Rio de Janeiro and worked for eight years as a reporter, four of which were dedicated to covering science and public health. She holds a master’s degree in Engagement Journalism from the Newmark Graduate School of Journalism at CUNY.
Derek Dubossi is an MƒA Master Teacher and science teacher at Fiorello H. LaGuardia High School of Performing Arts in Manhattan.
Taking Note of Note-Taking in the Mathematics Classroom
THURSDAY, DEC 2
ONLINE MATHEMATICS
Between Cornell notes, guided notes, and interactive notebooks, there are countless ways for students to take notes in mathematics class. What are the most effective note-taking strategies that promote understanding, engagement, and help students capture and synthesize information and ideas? In this workshop, we will briefly discuss the research regarding the best note-taking formats and take a deeper dive into the wide variety of note-taking options. We will also consider the pros and cons of interactive digital notebooks. This workshop is most applicable to middle and high school mathematics teachers.
Dr. Rebecca Johnson is an MƒA Master Teacher and mathematics teacher at Boys and Girls High School in Brooklyn.
Trading Spaces: An Introduction to Discrete Math Pre-Collegiate (DMPC)
Facilitators: Melody Morris and Osvaldo Soto, Ph.D.
TUESDAY, OCT 12
ONLINE MATHEMATICS + PLEASE NOTE: THIS WORKSHOP BEGINS AT 6 PM.
Are you interested in discrete mathematics as a tool to teach problem-solving? This workshop will introduce teachers to the Discrete Math Pre-Collegiate (DMPC) curriculum, an open-source curriculum funded by the California Department of Education. First, teachers will act as students, working together to solve a rich, discrete mathematics task. Next, they will discuss pedagogical moves to create a classroom culture in which students feel empowered to own their mathematical thinking and engage in whole-class conversations about mathematical concepts. Then, they will examine a set of student work curated to further their understanding of the DMPC curriculum. Teachers
will leave with classroom-ready materials and hopefully feel inspired to nurture brilliance in their students.
Melody Morris is a mathematics teacher leader in the Sweetwater Union High School District (SUHSD) in Chula Vista, CA. She started teaching high school mathematics in 2004 at Mar Vista High School. She is a resource teacher for SUHSD’s DMPC courses and has taught DMPC for the past four years. Ms. Morris is passionate about teacher professional development as it relates to equitable access to rigorous mathematics education for all.
Dr. Osvaldo Soto is the director of the Discrete Math Project Collaborative and Math for America San Diego. Dr. Soto is interested in the development of secondary teachers’ proof schemes and how teachers draw on their content knowledge to guide instruction. He brings nearly two decades of secondary teaching and research-based professional development experience.
Transforming Lessons Through the SAMR Model
Facilitator: MƒA Master Teacher Amy Brenner
WEDNESDAY, OCT 6
ONLINE COMPUTER SCIENCE AND TECHNOLOGY
The Substitution, Augmentation, Modification, and Redefinition (SAMR) model is a framework for considering how technology can best be utilized in lessons. As we transition back to fully in-person teaching, this framework can guide us as we consider how and when we should utilize our remote tech tools, and when it would be better to let them go. In this workshop, we will share and discuss lessons and how to use the SAMR model to make thoughtful pedagogical decisions. We will build on each other’s expertise to choose the best tools, technological or otherwise, to achieve our lesson and unit objectives. This workshop is open to all teachers.
Amy Brenner is an MƒA Master Teacher and mathematics teacher at Midwood High School in Brooklyn. Unpacking Your Implicit Bias p Facilitators: MƒA Master Teachers Grace Hu and Andrew Wallace
MONDAY, NOV 29
MƒA INQUIRY, PRACTICE, AND LEADERSHIP
How might our implicit biases harm our students? This workshop will be a time for teachers to reflect and discuss how their unconscious biases might influence their role as educators and explore how to minimize the effect of those biases in the classroom. Teachers will take an anonymous implicit bias test to “measure” their biases for or against certain populations and discuss strategies to minimize the effect of this bias. As a group, we will explore questions such as: In what ways have people been biased for or against you? How might you be biased and how might that affect your teaching? What solutions can you use or share with others to mitigate implicit bias? This workshop is intended for teachers of all grades and disciplines and does not count toward the NYC DOE Implicit Bias Training.
Grace Hu and Andrew Wallace are MƒA Master Teachers and science teachers at World View High School in the Bronx.
Unrecognized: Algorithmic Bias in Facial
Recognition p Facilitators: MƒA Master Teachers Megan Berdugo and Marisa Shuman
THURSDAY, JAN 20
MƒA COMPUTER SCIENCE AND TECHNOLOGY
Technology is constantly evolving, but is that always a good thing? Facial recognition software is being used in various sectors of society but is often built with major flaws and biases. It is constantly watching but doesn’t always understand what it sees. In one study, researchers for the National Institute of Standards and Technology found that facial recognition algorithms falsely identified African-American and Asian faces 10 to 100 times more than Caucasian faces. In this workshop, we will get a better sense of machine learning, its relationship to algorithmic bias, and the harm it
causes. Through interactive activities, we will question whether or not this technology should continue to be implemented. This workshop is open to all.
Megan Berdugo is an MƒA Master Teacher and mathematics teacher at Brooklyn International High School in Brooklyn.
Marisa Shuman is an MƒA Master Teacher and computer science teacher at Young Women’s Leadership School of the Bronx in the Bronx.
Using Portfolios to Authentically Assess Lab Skills
Facilitators: MƒA Master Teachers Ronnie Almonte and Devin Sprague
THURSDAY, OCT 28
MƒA SCIENCE
Are you feeling overwhelmed with endless stacks of labs to grade? Is your back in pain from dragging lab notebooks back and forth from school to home? Do you worry about the fairness of assessing labs individually when much of the value from these activities comes from collective work? In this workshop for middle and high school science teachers, we’ll ease the transition to an in-person laboratory experience utilizing lab portfolios and other flexible lab assessments that move the incentive towards critical thinking and away from copying or mere completion. We will explore what flexible assessment of lab work could look like in our classrooms, examine methods for assessing labs without having to grade individual lab reports, define what mastery of each lab skill should look like, and examine how we can clarify and communicate this for our students.
Ronnie Almonte is an MƒA Master Teacher and science teacher at Bard High School Early College in Manhattan.
Devin Sprague is an MƒA Master Teacher and science teacher at Edward R. Murrow High School in Brooklyn.
Voting Systems: How Does America Rank?
Facilitator: MƒA Master Teacher Courtney Ferrell
WEDNESDAY, OCT 27
ONLINE MATHEMATICS
Were you excited, perplexed, or curious by the recent shift to rank-choice voting in the NYC democratic primaries? Join us in this workshop as we examine a variety of voting systems including plurality, random, survivor, top-two runoff, instant runoff voting, Borda count, approval score, and Condorcet. We will start by utilizing a data set for fictitious candidates and design potential voting systems in which each candidate could win, compare and match the derived systems to those listed, and discuss when each type of system was used historically and geographically. In the second half of the workshop, we’ll examine ranked-choice voting using the 2021 NYC Mayoral Primary data by reviewing and critiquing media campaigns around the ranked voting process, discussing the opportunities for alliances between candidates, and collaborating on classroom activities around this content. This course is best suited for mathematics teachers hoping to incorporate this work in their classrooms.
Courtney Ferrell is an MƒA Master Teacher and mathematics teacher at Bronx Theatre High School in the Bronx.
What Is Straight?: Geometry on Many Surfaces
Facilitator: MƒA Master Teacher Kate Belin
TUESDAY, DEC 21
MƒA MATHEMATICS
Geometry is often taught on a flat plane only. In this workshop, we will explore ideas such as straight paths, symmetry, and more beyond the flat plane including spheres, hyperbolic surfaces, cones, and cylinders. We will use various objects to explore what happens on surfaces that are not flat to make insights about features of the flat plane that might otherwise be taken for granted. Together, we will engage with these ideas and build our own meanings and understandings. There will also be time to plan for classroom implementation of these ideas.
Kate Belin is an MƒA Master Teacher and mathematics teacher at Fannie Lou Hamer Freedom High School in the Bronx.
When Mathematics Rules Expire
Facilitators: MƒA Master Teachers Lauren Anderson and Meera Zucker
WEDNESDAY, DEC 15
MƒA MATHEMATICS
Many rules taught in mathematics classrooms “expire” when students develop more sophisticated knowledge. In this workshop, we will identify and investigate the “mathematics rules” taught to young learners that often lead to unintended misconceptions. These rules “seem to hold true at the moment, given the content the student is learning at that time. However, students will later find that these rules expire. Such experiences can be frustrating and promote the belief that mathematics is a mysterious set of tricks and tips to memorize rather than concepts that relate to one another” (Karp et al., 2015). We will discuss when these rules expire and how they influence the understanding of subsequent topics. Teachers will share their classroom experiences and how these rules have impacted conceptual understanding. After the workshop, teachers will be able to use precise language in combination with a better understanding of content standards to create a simplicity of language in mathematics without creating rules that expire. While this course is especially relevant for elementary mathematics teachers, teachers of all levels will greatly benefit.
Lauren Anderson is an MƒA Master Teacher and mathematics teacher at P.S. 321 William Penn in Brooklyn.
Meera Zucker is an MƒA Master Teacher and mathematics teacher at New Explorations into Science, Technology and Math High School in Manhattan.
Why Building Community Matters Now More Than Ever
Facilitators: Brandi Forté and Sophie Rutstein
WEDNESDAY, SEP 22
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP
As students reacclimate to in-person learning after more than a year of isolation, the need to connect as members of a school community becomes even more imperative. While advisory is a great opportunity to connect with our students, support them academically, and share information, we can also foster a space that allows our students to see the humanity in one another through community builders and shared experience. In this workshop, we will explore a variety of community building activities to foster a deeper sense of connection and make space for everyone to be more open and vulnerable. We will also discuss the importance of setting group norms prior to a community building activity and creating space afterwards for a debrief of the activity. Teachers will leave with a deeper understanding of how to use and make the most of community building activities in their classrooms.
Brandi Forté has worked in educational settings and communities in California and New York since 2004. She joined Community Roots, a Roots ConnectED learning site, in 2006 as a founding teacher. Holding multiple roles and teaching grades K-5 led to a lens informed by experiences working with a range of ages, diverse learners and families, and collaborating with different teams. She feels that Roots ConnectED is a unique space to build empathy, understanding, and our reflective capacity.
Sophie Rutstein was a special education teacher in a co-taught ICT classroom at Community Roots, the learning site for Roots ConnectED, from 2017 until 2020. She works to integrate an anti-bias lens to projectbased curriculum and facilitates training for families to close the homeschool gap in education. She graduated from New York University with a degree in Childhood Education and Special Education and has been a workshop facilitator with Roots ConnectED since early 2018.
Work Smarter, Not Harder: Assessment and Feedback Techniques
Facilitators: MƒA Master Teachers Rachel Mancini and Jenny Salerno
TUESDAY, SEP 28
ONLINE INQUIRY, PRACTICE, AND LEADERSHIP
How might we assess our students’ understanding during lessons while doing things we already do, such as circulating and listening to student discussions? How can we give them actionable, efficient feedback AND still have time to reach every student? In this workshop, we will share tools to create meaningful trackers to assess student learning and collaborate to create “feedback banks” that let students know what to work on next. These tools allow teachers to do more in less time, gain valuable formative assessment data, and provide quick and efficient feedback. This workshop is for mathematics and science teachers who wish to improve in these areas. Knowledge of Excel or Google Sheets is helpful, but not required.
Rachel Mancini and Jenny Salerno are MƒA Master Teachers and science teachers at Tottenville High School in Staten Island.
