Mini-Courses

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

The Astounding Story of Place-Value Throughout the Entire Curriculum

Facilitator: James Tanton, Ph.D.

TUESDAYS, OCT 12, OCT 19, OCT 26

ONLINE  MATHEMATICS

The invention of place value is one of humankind’s greatest intellectual achievements. It is surprisingly nuanced and permeates the K-12 mathematics curriculum and beyond. Many mathematics standards rely on a deep understanding of it. In this course, we’ll take a deep dive into the story of place value and use powerful visual models -- the approach of Exploding Dots -- to transform how we see, use, and perhaps even teach the core arithmetic algorithms, the work of fractions and decimals, the study of repeating decimals and irrational numbers, and more. Let’s take the mathematics we know so well and see it in an astounding new light! While this course is best suited for upper elementary and middle school educators, anyone looking to experience joy in mathematics is welcome.

Dr. James Tanton earned his Ph.D. in mathematics from Princeton University. He writes books and video courses, advises on curriculum, consults with teachers, and leads demonstration classes and professional development sessions across the globe. He has taught mathematics both at university and high school institutions and is deeply committed to promoting effective and joyful mathematics thinking, learning, and doing at all levels of the education spectrum.

Birding and Nature: Engaging Students With

Place-Based Learning p Facilitators: MƒA Master Teachers Diana Lennon and Elisa Margarita

WEDNESDAYS, SEP 22, OCT 6, OCT 20

MƒA & ONLINE  SCIENCE + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSION 1 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2 AND 3 WILL TAKE PLACE VIRTUALLY.

Birdwatching has been one of the fastest growing pastimes during the COVID-19 pandemic. Now that we’re back in the classroom, how can we continue to create a bridge between our curriculum and the natural world? Numerous studies suggest that place-based education (PBE) invigorates educators, increases student comprehension, and fosters positive relationships between students, teachers, and their communities. In this course, we will introduce PBE with a protocol for nature journaling in nearby public spaces, explore how live webcams create engaging and immersive virtual experiences, and discuss how digital journaling can be used to increase ecological perspective and scale, from local to global. Throughout the course, we will also discuss how PBE is a valuable opportunity to explore the intersectionality of environmental and racial justice, elevating Black, Indigenous, Students of Color (BISOC) voices in the context of nature writing, environmental journalism, and history, and focusing on Indigenous and African American wisdom through excerpts of Robin Wall Kimmerer’s, Braiding Sweetgrass and Carolyn Finney’s, Black Faces, White Spaces. This course is for any teacher looking for strategies to incorporate PBE into their curriculum and amplify underrepresented voices in the life sciences and environmental movement.

Diana Lennon is an MƒA Master Teacher and science teacher at Columbia Secondary School in Manhattan.

Dr. Elisa Margarita is an MƒA Master Teacher and science teacher at Brooklyn Technical High School in Brooklyn.

Challenging “Learning Loss” and Designing an Alternative Way Forward

Facilitator: Kara Imm, Ph.D.

TUESDAYS, NOV 30, DEC 7, DEC 14

MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

In this mini-course, we will first unpack the central ideas, key assumptions, historical underpinnings, and implications of “learning loss” — a paradigm that is increasingly shaping teaching and learning across the U.S. and beyond. Together, we will explore some of the following key questions: If learning loss is primarily about supporting kids and helping them to “catch up,” why are we challenging it? Who is promoting the narrative of learning loss as a deficit? Why might they have a vested interest in it? How do we acknowledge systemic equity issues within K-12 education without participating in systems that rank, sort, and punish students (and their teachers)? Throughout the course, teachers will identify how the ideas of learning loss might shape curriculum, instruction, identities, and extra-curricular activities for both students and teachers. Teachers will leave the course with newly designed routines, rituals, assignments, and artifacts to launch the school year, moving away from learning loss and moving towards building joyous, welcoming, and inclusive spaces for all students to learn and thrive.

Dr. Kara Imm is a K-12 mathematics educator based in New York City. In her more than 20-year career, she has been a middle and high school math teacher, staff developer, leadership coach, and teacher education faculty. At MƒA, Kara has been invited to design and lead over 20 courses on topics including design thinking, mathematical routines, models and modeling, developing a coaching practice, and early algebra. Kara has written several articles and books with and for teachers on the teaching and learning of mathematics. A proud graduate of Minneapolis Public Schools, Kara earned degrees from Stanford University and Bank Street College of Education. Her recent Ph.D. in Urban Education from The Graduate Center, The City University of New York investigated the impact of mathematical modeling for high school girls of color who had experienced the gate-keeping effects of algebra.

Chemistry Co-Design: Tinkering With Emulsions for Fun Classroom Experiences

Facilitators: Disan Davis, Ph.D., and Jeanne Garbarino, Ph.D.

THURSDAYS, OCT 14, OCT 21, OCT 28

MƒA  SCIENCE

Ice cream. Milk. Latex paint. Mayonnaise. Lotions and creams… Emulsions are all around us, but do our students know the link between these everyday materials and the amazing chemistry behind them? In this course, we will explore the chemistry of familiar emulsions, applying our current understanding of intermolecular forces to develop new and fun ways to present these concepts in the classroom. We will use specialized dyes to determine emulsion types, make our own lotion using accessible ingredients, and explore how this chemistry can impact our environment using case studies. While this course is best suited for chemistry teachers as it will hit on concepts included in high school chemistry curricula, it will also include elements that relate emulsion chemistry to biology and human health making it applicable to life science teachers as well.

Dr. Disan Davis is the Program Manager of RockEDU Science Outreach at The Rockefeller University, where she creates educational materials for high school students and teachers that emphasize the process of science in accessible and equitable ways. Her work brings together her Ph.D. in biochemistry with her previous experience teaching chemistry, biology, and physical science.

Dr. Jeanne Garbarino is the Director of RockEDU Science Outreach at The Rockefeller University, where she works to promote and support science outreach within the scientific community, open channels for community members to develop an appreciation for science as a human endeavor, and provide equitable access to scientific resources and opportunities that genuinely reflect the process of science. Jeanne is formally trained as a lipid biochemist, earning her Ph.D. in metabolic biology from Columbia University, then conducting postdoctoral studies on cholesterol transport at Rockefeller.

Citizen Science: Using Macroinvertebrates to Measure Health of the Bronx River

Facilitator: MƒA Early Career Teacher Justin GrimmGreenblatt

WEDNESDAYS, SEP 22, SEP 29, OCT 6

MƒA & OFFSITE  SCIENCE + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 2 WILL TAKE PLACE IN THE FIELD AND SESSION 3 WILL TAKE PLACE IN-PERSON AT MƒA.

Do you want to empower your students to become environmental stewards and activists, incorporate citizen science into your curriculum, and get your students out into their local environment? If so, join us as we wade into the Bronx River to observe, collect, and analyze macroinvertebrates and fish populations. In session one, we will meet at a Bronx River location where we will learn and utilize techniques to collect and identify macroinvertebrates. In session two, we’ll return to the river, this time to a brackish location to learn about seining, collecting, and surveying local fish populations. In our final session, we will meet indoors to explore and analyze our data to determine the overall health of the Bronx River. Throughout the course, teachers will learn about citizen science tools and how to lead this work with their own students, including tips and suggestions for troubleshooting and how to partner with local organizations. This course is best suited for middle and high school life and environmental science teachers, but anyone interested in citizen science fieldwork and using authentic data in the classroom is welcome to attend.

Justin Grimm-Greenblatt is an MƒA Early Career Teacher and science teacher at Urban Assembly Maker Academy in Manhattan.

The City That Never Sleeps: Exploring Sound and Noise in NYC

Facilitator: Robin Sanchez

WEDNESDAYS, OCT 6, OCT 20

MƒA & ONLINE  SCIENCE + PLEASE NOTE: THIS IS A TWO SESSION, HYBRID MINI-COURSE. SESSION 1 WILL TAKE PLACE VIRTUALLY. SESSION 2 WILL TAKE PLACE IN-PERSON AT MƒA.

How does sound affect our quality of life in New York City? What is the difference between sound and noise? How can students and teachers better understand their relationship to sound and noise in their communities? Join the NYC Department of Environmental Protection (DEP) to discover fun ways to introduce these sound and noise topics to your students. In this minicourse, teachers will explore the DEP’s online, multidisciplinary Sound and Noise Education Module. The first session will take place virtually, focusing on an introduction to sound and the differences between sound and noise. The second session will occur inperson and feature online resources from the module and activities in the surrounding outdoor area. Both sessions will highlight ready-to-use lessons and activities that incorporate research, mapping, data analysis, and engineering. Teachers will be encouraged to try these lessons out with their students and iterate on them to help further the discussion. This minicourse is recommended for K-8 science teachers.

Robin Sanchez is the Director of Education for the NYC Department of Environmental Protection, which provides pre-K to 12th grade students and teachers with a wide range of free programs and resources about New York City’s vital water supply, wastewater treatment system, impacts of climate change, and sound and noise quality. Education opportunities include field trips, virtual tours, hands-on activities, the annual Water Resources Art and Poetry Contest, teacher training, online education modules, and more.

Code Puzzles in the Classroom

Facilitators: Jeff Olson and Taylor Want

MONDAYS, SEP 20, OCT 4, OCT 25

MƒA  COMPUTER SCIENCE AND TECHNOLOGY

Whether you’re writing your first line of code or you’ve majored in computer science, you’ve likely heard of the code challenges that companies like Google use as part of their hiring process. These puzzles require critical thinking, perseverance, curiosity, and excellent problem-solving skills — all attributes teachers would love to see in their STEM students! Join us to learn the basics, sharpen your coding skills, and dig deep into solving code puzzles. We’re excellent debuggers, ready to support teachers at their current coding level and to act as thought partners on the best ways to adapt these games for each teachers’ students, classrooms, and school communities. All coders are welcome, from beginners to advanced.

Jeff Olson is the Director of Curriculum and Instruction at Upperline Code. Jeff has an undergraduate degree in neuroscience and American literature from Baylor University. Upon graduating in 2011, Jeff was placed as an English teacher in Phoenix, Arizona with Teach For America, and earned his M.Ed. in secondary education from Arizona State University. In 2015, Jeff began teaching beginner courses in software engineering, iOS app development, and web design to high school students in Los Angeles and New York City and has come to believe that learning to code is the most empowering experience a high school student can have. He believes that coding is joyful and that all students deserve access to this life-changing form of fun.

Taylor Want holds a B.A. in Physics from Carleton College and a M.Ed. in Curriculum and Teaching from Boston University and has built her career around increasing educational opportunities in computer science for underrepresented populations in tech. Taylor began her career in education as a high school physics and computer science teacher, and then as the Director of Strategy and Operations at Upperline Code. At Upperline Code, she built, managed, and trained teachers for computer science education programs in partnership with organizations like Google, JPMorgan Chase, the New York City Department of Education, and Cornell Tech. She is now CodePath’s Head of Programs, where she brings a deep commitment to increasing equity in computer science to her role.

Common Content: Transitioning From Middle School to High School Mathematics

Facilitators: MƒA Master Teachers Shari Eng and Dwaina Sookhoo

TUESDAYS, DEC 7, DEC 14, DEC 21

ONLINE  MATHEMATICS

Students often see the same mathematics content taught and represented in a variety of ways throughout middle and high school. What if high school teachers knew how their students were exposed to these important Algebra concepts in middle school and middle school teachers knew how these topics were uncovered in the high school curriculum? Would it influence their instruction and impact student learning and comprehension? Join us as we explore the mathematics topics that appear in both our middle and high school classrooms! We will engage in rich discussions on concepts that overlap in curricula, build lasting professional relationships, develop a database of resources to help our students better understand mathematics, and share best practices to transition middle school students to high school more seamlessly. This workshop is ideal for both middle and high school mathematics teachers.

Shari Eng is an MƒA Master Teacher and mathematics teacher at Bayside High School in Queens.

Dwaina Sookhoo is an MƒA Master Teacher and mathematics teacher at Academy for Young Writers in Brooklyn.

Computer Science Strategies for Multilingual

Learners p Facilitators: MƒA Master Teachers Izagma Alonso and Luna Ramirez

WEDNESDAYS, OCT 13, OCT 20, OCT 27

ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

Are you looking for new ways to engage and support your multilingual learners (MLs)? Then join us in this course as we explore computer science (CS) strategies that specifically meet the needs of our multilingual students. In each session, we will discuss a curated strategy that can be used to support MLs in their CS content acquisition. Teachers will have a chance to test the strategy and leave with the resources and knowledge needed for classroom implementation. These strategies can be seamlessly embedded into CS content and are not time-consuming. The purpose is to support MLs while also helping all students master the content. While specifically designed for Computer Science classrooms, the tools and resources can be adapted to any STEM classroom.

Izagma Alonso is an MƒA Master Teacher and computer science teacher at Manhattan Bridges High School in Manhattan.

Luna Ramirez is an MƒA Master Teacher and computer science teacher at Thomas A. Edison Career and Technical Education High School in Queens.

COVID-19: Uncovering Vaccines and Equity

Through the 5E Learning Cycle p Facilitator: MƒA Master Teacher Michael Becker

WEDNESDAYS, SEP 29, OCT 13, OCT 27

MƒA  SCIENCE

Millions of lives have been protected with the swift creation of COVID-19 vaccines. And yet, we must also consider which individuals are receiving the vaccines and how equity plays a role in this process. Together, we will work through a 5E learning cycle to answer these questions and stay current as new information is discovered. In session one, we will engage in an inquiry of COVID-19 and its associated demographics and

explore the history of vaccines and medical research. In session two, we will explain the issues related to our current COVID-19 vaccination process and elaborate on issues of medical racism and equity, particularly focusing on the current vaccine trials. In our final session, we will evaluate our learning through the creation of a campaign to promote vaccine use and spend time reflecting on our experiences. This course is best suited for middle and high school life and environmental science teachers.

Michael Becker is an MƒA Master Teacher and science teacher at KIPP NYC College Prep High School in the Bronx.

Creating Belonging Through Transformative

Justice Practices p Facilitators: MƒA Master Teachers Sage Forbes-Gray and Jamie Munkatchy

WEDNESDAYS, OCT 6, OCT 20, NOV 3

ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

As we return to the physical classroom, we have a renewed opportunity to support and empower our students. In this mini-course, our goal is to discover how to do this using transformative justice practices. In our first session, we will explore classroom and school community-building with socio-emotional driven pedagogy and activities. In the second session, we will focus on building community and relationships through the use of restorative circles. And in our final session, we will discuss school-wide implementation and necessary supports. We will ground our work in Culturally Responsive Teaching and the Brain by Zaretta Hammond, The Little Book of Circle Processes: A New/Old Approach to Peacemaking by Kay Pranis, and curricula and activities developed by the NYC Office of Youth and Safety, and James Baldwin and Sunset Park High Schools. We will try out these new activities and examine existing activities through the lens of transformation. Throughout, we will also share tools and resources to better understand how identities influence a student’s sense of belonging. All teachers are welcome.

Sage Forbes-Gray is an MƒA Master Teacher and mathematics teacher at Sunset Park High School in Brooklyn.

Jamie Munkatchy is an MƒA Master Teacher and science teacher at James Baldwin School: A School for Expeditionary Learning in Manhattan.

Creating Classroom Ethos: All Students Are

Learners With HHMI BioInteractive p Facilitators: Sydney Bergman, Jim Clark, and Samantha Johnson

WEDNESDAYS, OCT 13, OCT 20, OCT 27

ONLINE  SCIENCE

In order for students to engage in three dimensional phenomena-based lessons, we need a fourth dimension: a strong classroom ethos. Most of the time our ethos is known but not spoken. Join us in this course as we explore free, classroom-ready HHMI BioInteractive resources and activities that will allow you to co-create a class ethos with your students, positioning all learners as valuable members of the community and helping them to feel a sense of belonging and agency over their own learning. Together, we will investigate ways to teach with HHMI Biointeractive resources that shift student status, ensure equitable interactions within the classroom, and create a space where all students are invited into the learning process. Teachers will leave with ready to implement strategies and an action plan to continue to develop an ethos for an even more inclusive classroom. This workshop is best suited for high school biology and environmental science teachers.

Sydney Bergman is a program officer with HHMI BioInteractive. Her work focuses on outreach and professional learning for high school educators in the United States and Canada. She partners with large school systems and other educational providers to deliver tailored Jim Clark taught Biology, Anatomy & Physiology, and AP Biology for 33 years at Arroyo High School, an urban high school in the San Francisco Bay Area. After transitioning out of the classroom, he worked with science teachers in his district and led NGSS implementation and professional development. Now that he’s no longer teaching full time, he likes writing curricula and working with new teachers, hiking long trails, and continuing his own lifelong learning.

Samantha Johnson teaches Biology and AP Biology at Arroyo High School, an urban public school in the San Francisco Bay Area. What she loves about teaching science is students asking and answering questions that relate to real-world problems and solutions, getting to figure out phenomena that are interesting and relevant to them, and collaborating to learn science and how to learn. When she’s not teaching, she’s reading a book, cooking a new recipe, or training for her next marathon.

Creating Project-Based Learning Adventures in Mathematics

Facilitator: Kristen Dotti

MONDAYS, SEP 27, OCT 25, NOV 22, DEC 20

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

Addressing mathematics standards using projectbased learning (PBL) is a fantastic way to invite students to use mathematics as a means to achieve their personal goals, defend their position, or discover areas of interest. A well-planned PBL unit develops common skills and content incrementally so teachers can ensure all students learn what is required while the open structure encourages opportunities for differentiation and divergence. We will begin by putting our student hats on as we explore a case study of a socio-economic equity problem that opens the door to different avenues of individual research. Subsequent sessions will focus on creating templates, generating ideas, and preparing rubrics for assessment to pave the way for creating a unit that is tailored to every teacher’s unique classroom. We’ll conclude by reflecting on the process and discussing tools for troubleshooting. All mathematics teachers are welcome.

Kristen Dotti writes curricula and leads professional development training for teachers who enjoy using student-centered techniques. As a teacher, geneticist, and lifelong learner, she is constantly exploring new topics from a scientific perspective to grow her mind and feed her passions. Although she travels to different schools each week to help them achieve their faculty development goals, she has made Asheville, NC home. The Dark Side of Big Data p Facilitators: MƒA Master Teachers Megan Berdugo and Lavonne Hunter

MONDAYS, OCT 25, NOV 8, NOV 22

ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

A review of our nation’s history tells an intriguing and disturbing story, one in which the disciplines of mathematics and science have been used as instruments of oppression, reinforcing inequality and perpetuating injustice. Since the advent of computing, big data and algorithms have also served to perpetuate this trend, penetrating virtually every aspect of our socio-cultural, economic, and psychological lives. In this mini-course, we will begin by exploring these hard and complex truths through a broader historical lens and then through a more narrow, data-focused perspective. We will draw upon examples from Cathy O’Neil’s book, Weapons of Math Destruction, and other resources to examine how mathematics has exploited unsuspecting citizens -- reinforcing discrimination, punishing the poor, holding up the haves -- to answer the focus question: How has mathematics been used to cause harm in our democratic society? We will not be examining the specific mathematics content behind these algorithms and models but rather will focus on illuminating the racist applications of them. If you would like to learn more about the nature and limitations of algorithms and explore how to engage students in the use-value of mathematics by virtue of its destructive application, then join us. We welcome you to the dark side of big data.

Megan Berdugo is an MƒA Master Teacher and mathematics teacher at Brooklyn International High School in Brooklyn.

Lavonne Hunter is an MƒA Master Teacher and science teacher at CityAs-School in Manhattan.

Desmos Activity Builder for Beginners

Facilitators: MƒA Master Teachers Patricia Yee and Mehmet Zubaroglu

WEDNESDAYS, OCT 6, OCT 20, NOV 3

ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

Are you interested in utilizing Desmos to design interactive lessons and activities to engage and support your students? Join us in this introduction to Desmos’ free Activity Builder platform as we design unique activities and uncover how Desmos can foster class discussion and support shared student work. We will use pre-existing Desmos activities as a starting point to create and modify our own. We will also learn to create slides for text responses, card sorts, multiple-choice questions, and more. We will spend each session designing, creating, and receiving feedback on our Desmos activities. This course is open to all teachers new to Desmos Activity Builder.

Patricia Yee is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.

Mehmet Zubaroglu is an MƒA Master Teacher and mathematics teacher at International High School at Union Square in Manhattan.

Desmos: Beautiful, Free Science!

Facilitators: Nicora Placa, Ph.D., and MƒA Master Teacher Theresa Stanley

MONDAYS, NOV 8, NOV 22, DEC 6

MƒA  SCIENCE

Mathematics teachers use Desmos to help students learn in creative and engaging ways. Why should they get all the fun? In this course, we will explore how to utilize Desmos in the science classroom. Desmos is a platform that allows teachers to create digital activities for students to collaborate and explore concepts visually while teachers monitor student work in realtime. It can be easily integrated into both in-person or virtual classrooms. These activities are not limited only to graphing as they also include tables, sketches, card sorts, graphics, and more. Using exemplars to guide our work, we will begin with an introduction to the

features of Desmos and a discussion on how it can be most effectively integrated into the science classroom. In our second and third sessions, we will work in small content-based groups to create at least two science lessons on the Desmos platform. We will conclude by sharing how these lessons went and troubleshooting any design flaws and challenges. Throughout, teachers will be guided and supported in the design process. Science teachers of any level are welcome!

Dr. Nicora Placa is an assistant professor in the School of Education at Hunter College and conducts professional development for teachers both nationally and internationally. Previously, she taught elementary and middle school mathematics in New York City. She received her Ph.D. in Mathematics Education from New York University. Her current research is focused on exploring teacher learning, particularly urban K-8 mathematics teachers and teacher leaders. She is a co-PI on an NSF study titled “Taking a Deep Dive: Investigating PD impact on what teachers take up and use in their classroom.” She is also the author of a book on collaborative coaching that describes how school culture can be transformed through mathematics coaching practices, scheduled to be released in 2021.

Theresa Stanley is an MƒA Master Teacher and science teacher at Quest to Learn in Manhattan.

Discrete Mathematics in the K-8 Classroom

Facilitator: Susan Picker, Ph.D.

MONDAYS, SEP 27, OCT 18, NOV 1

MƒA  MATHEMATICS

Students often proclaim, “I don’t like math!” and while this may be true, it’s likely connected to the fact they haven’t experienced any real mathematics. Discrete Mathematics is quickly becoming one of the most important areas of mathematical research and can give students a taste of what mathematicians are currently grappling with. Specifically designed for elementary and middle school teachers, this mini-course will provide a hands-on introduction to Common Core-aligned topics in Discrete Mathematics. Topics will include vertex coloring, network (graph) theory, fair division, and secret codes. These topics are fun and engaging for students of all levels, require no prerequisite knowledge, and provide insight into how mathematicians think and work. By the end of this course, teachers will leave with the materials to begin teaching discrete mathematics topics as well as a better understanding of the value of discrete mathematics in the K-8 classroom.

Dr. Susan Picker was a mathematics teacher and coach for nearly three decades. She worked for MƒA as an Early Career Advisor for five years and continues to provide mathematics support in NYC schools. She met discrete mathematics first as a participant and then as a lead teacher and instructor at Rutgers University’s Leadership Program in Discrete Mathematics. She has authored several articles and book chapters and has presented workshops and talks in the U.S., The Netherlands, Israel, Spain, Germany, and England.

Enter the Shark Tank: Project-Based ProblemSolving in Science

Facilitators: MƒA Master Teacher Aja Brown and MƒA Early Career Teacher Josh Modeste

TUESDAYS, SEP 21, OCT 5, OCT 19

ONLINE  SCIENCE

Are you looking for a fun, new way to incorporate problem-solving into a science class project? Join us to learn how to use the hit show Shark Tank to empower students to use their voice and creativity as they solve real-world issues related to the health and sustainability of their communities. We will begin with an overview of what a Shark Tank project looks like and how to implement the project. Then we will share student examples for teachers to contextualize the process. Teachers will explore the resources to determine how they can incorporate them into their classrooms. Finally, we will collaborate to develop content-specific Shark Tank projects and reflect on project ideas. Each session will also include opportunities for crosscurricular collaboration and discussion associated with tasks based on the design thinking process. This course is for any middle or high school science teacher looking for ways to bring real-world problem-solving and culturally relevant resources into their curriculum. Environmental Justice With EcoRise p Facilitators: Zakhia Grant and MƒA Master Teacher Vielca Anglin

MONDAYS, NOV 15, NOV 29, DEC 13

MƒA  SCIENCE

The environmental justice movement provides an intersectional opportunity to connect students, their communities, and their health to climate science. In this mini-course, teachers will explore sustainability through the lens of culturally responsive teaching, equity, and social justice using a framework and resources created by EcoRise. Since 2015, EcoRise has been empowering youth to tackle real-world challenges in their schools and communities, cultivating climate literacy, and developing changemakers. Teachers will learn how the EcoRise curriculum (free for NYC teachers) and resources can be used to build 21st-century skills and engage students in environmental literacy and environmental justice. Through facilitated group dialogue and interactive activities, teachers will explore elements of projectbased learning and inquiry to develop the skills they need to empower students to design feasible, inclusive, place-based solutions to sustainability challenges.

Zakhia Grant is the Northeast Program Manager for EcoRise and provides professional development to K-12 teachers participating in the Sustainable Intelligence Program in New York, New Jersey, and Massachusetts. She is a geologist and a LEED Green Associate and brings with her more than a decade of experience teaching science and sustainability at both the high school and collegiate levels in NYC. She is passionate about equity and justice in sustainability and environmental education. Zakhia holds a B.A. in Geology from George Washington University and an M.S. in Geology from Bowling Green State University.

Vielca Anglin is an MƒA Master Teacher and science teacher at City-AsSchool in Manhattan.

Exploring Human Origins Through Mitochondrial DNA Sequencing

Facilitator: Allison Mayle, Ph.D.

TUESDAYS, OCT 26, NOV 9, NOV 23

OFFSITE  SCIENCE + PLEASE NOTE: ALL THREE SESSIONS WILL TAKE PLACE AT THE DNA LEARNING CENTER AT THE NEW YORK CITY COLLEGE OF TECHNOLOGY (CITY TECH) IN BROOKLYN.

Would you like to explore the theories behind how modern humans evolved and how related you might be to other New Yorkers and people from around the world? In this mini-course, teachers will explore one of the DNA Learning Center’s (DNALC) footlocker labs, an experiment that allows you to examine your own DNA. In session one, teachers will prepare a sample of their DNA and learn how it can be used to explore human origins and migration. In session two, polymerase chain reaction (PCR) will be used to amplify a small region of the mitochondrial DNA and then confirm amplification through agarose gel electrophoresis. The amplified PCR products will then be sent to GENEWIZ and the procedure to obtain the DNA sequence will be discussed. In session three, teachers will learn how to use DNALC’s online bioinformatics tools to compare DNA sequences and use them to explore human origins. We will conclude with a discussion on how to modify and incorporate this lab into AP Biology, genetics, or biotechnology-based courses. Teachers who complete the course are eligible to borrow and rent the kits for future classroom use.

Dr. Allison Mayle is the Assistant Director of the DNA Learning Center (DNALC) NYC, an operating unit of Cold Spring Harbor Laboratory’s DNA Learning Center. Allison is formally trained as a molecular geneticist, earning her Ph.D. in Molecular and Human Genetics from Baylor College of Medicine, then conducting postdoctoral studies on leukemia at Memorial Sloan Kettering Cancer Center.

Exploring the Geology of the Bronx

Facilitators: Steven Jaret, Ph.D., and MƒA Master Teachers Constance Giannakakis and Gloria Nicodemi

WEDNESDAYS, SEP 22, OCT 6, OCT 20

MƒA & OFFSITE  SCIENCE + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 2 WILL TAKE PLACE IN ISHAM AND INWOOD PARKS AND ORCHARD BEACH. SESSION 3 WILL TAKE PLACE IN-PERSON AT MƒA.

How does New York City’s geology affect its topography? Join us as we explore and link geological features and landforms to the greater topography and geologic history of New York City. In our first two sessions, we will visit Isham and Inwood Parks as well as Orchard Beach, discuss how we can use these landscapes to help our students better understand what their city is built upon, and uncover how its geologic features came to be. We will spend our last session indoors as we apply our field data to topographic maps and historical data of the area to design NGSS-aligned and phenomenon-based Earth Science learning experiences. This course is best suited for Earth Science teachers who want to dig deeper and get their students out of the classroom and into their local environment.

Dr. Steven Jaret is a geologist at the American Museum of Natural History working in Earth and Planetary Sciences and is faculty in their Master of Arts in Teaching (Earth Science) program. He holds a Ph.D. in geosciences from Stony Brook University, a master’s in geology from Harvard University, and a bachelor’s in geology from the University of Tennessee, Knoxville. Steven’s research focuses on the geology and geochemistry of New York City and broader New England as well as planetary geology, where he studies the effects of meteorite impacts on the Earth.

Constance Giannakakis is an MƒA Master Teacher and science teacher at High School for Construction Trades, Engineering and Architecture in Queens.

Gloria Nicodemi is an MƒA Master Teacher and science teacher at EastWest School of International Studies in Queens.

Fibonacci Inspired Geometric Art

Facilitator: MƒA Master Teacher Arnulfo Farinas

WEDNESDAYS, JAN 12, JAN 19, JAN 26

MƒA  MATHEMATICS

Optical illusions are mesmerizing pieces of art -- often created with geometric transformations. Join us as we explore how to spark student interest in geometry with these phenomenal designs. Teachers will create Fibonacci-inspired optical illusions in their classrooms and discuss how to teach this design process to students. We will first explore 2D illusions, both on paper and digitally, then construct 3D illusions, with a focus on symmetrical and rotational designs and their combinations. Teachers will also see how these design techniques influence sustainable architecture projects. All mathematics teachers of any grade level are welcome.

Arnulfo Farinas is an MƒA Master Teacher and mathematics teacher at Manhattan Comprehensive Night and Day High School in Manhattan.

Fostering the Cultural and Mathematical

Strengths of Our Students p Facilitator: Dorothy Y. White, Ph.D.

TUESDAYS, NOV 9, NOV 16, NOV 23

ONLINE  MATHEMATICS

Culturally responsive pedagogy is a powerful approach to nurture students’ cultural identities and build equitable mathematics classrooms. To implement this approach, teachers must have a clear understanding of “culture” and how it influences the teaching and learning of mathematics. In this mini-course, teachers will use the tenets of culturally responsive pedagogy and asset-based instruction to develop their cultural awareness, explore the role of culture in mathematics, and identify specific norms and practices they will use in their classrooms to provide all students with rich and relevant mathematics learning experiences. In the first session, teachers will engage in activities to define culture, explore their own cultures, and reflect on their experiences as mathematics learners. In the second session, teachers will examine the intersection of cultures -- mathematics, teachers, students, and the school community as a whole -- in mathematics classrooms and how classroom cultural norms can support or hinder students’ learning. Teachers will also broaden their understanding of students’ mathematical strengths to make mathematics more accessible. In our final session, we will focus on strategies to create welcoming mathematics classrooms. This course is suitable for mathematics teachers of all grade levels.

Dr. Dorothy Y. White is a professor of mathematics education in the Mary Frances Early College of Education at the University of Georgia, where she teaches undergraduate teacher preparation courses in early childhood and middle school mathematics education and graduate courses in critical issues and national trends in STEM education. Dr. White also leads professional development for PreK-8 mathematics teachers at the local, state, and national levels. Her research, teaching, and service interconnect to empower all students for success in mathematics by promoting collaborative relationships among teachers and researchers.

Game Development With JavaScript and p5.js

Facilitator: MƒA Master Teacher Margaret Tanzosh

TUESDAYS, JAN 4, JAN 11, JAN 18, JAN 25

MƒA  COMPUTER SCIENCE AND TECHNOLOGY + PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.

What’s more fun than improving your coding skills by creating games? In this mini-course, we will develop two to three intermediate-level games using the popular JavaScript library, p5.js. First, teachers will be guided step-by-step through a code-along and then collaboratively complete each game. Possible games created will include Pong, Breakout, and a platformer or side-scrolling game like Super Mario. Teachers will utilize object-oriented programming (OOP) concepts, including JavaScript classes and constructor functions. These types of games encourage students to develop problem-solving and algorithmic thinking skills, including geometric and algebraic principles for collision detection, movement, angles, distance, and other concepts. This course is best for Computer Science teachers who want to create engaging 2D games and build a more in-depth understanding of JavaScript, p5.js, and OOP, as well as those who want to teach these concepts by creating engaging 2D games. Teachers should have a basic understanding of programming concepts, preferably in JavaScript and/ or p5.js.

Margaret Tanzosh is an MƒA Master Teacher and computer science teacher at New Explorations into Science, Technology and Math High School in Manhattan.

Geometric Construction: Making Dynamic Sculptures

Facilitators: MƒA Master Teachers Saida Atmaca and Quratul Waqas

WEDNESDAYS, NOV 3, NOV 17, DEC 1

MƒA  MATHEMATICS

Have you ever constructed a moving sculpture? In this mini-course, we will explore and build our own 3D sculptures including a hexaflexagon (a paper hexagon whose sides flex revealing more surfaces than a standard hexagon would), a kaleidocycle (a ring of tetrahedrons that can be rotated to make it move in a spellbinding way), and soma cubes (akin to 3D tangrams). We will bring our prior knowledge and experience to the table as we collaborate to work through a handful of challenges, make connections to algebra and geometry, and discuss ways to engage and enrich our middle and high school mathematics classrooms.

Saida Atmaca is an MƒA Master Teacher and mathematics teacher at P.S. 049 Dorothy Bonawit Kole in Queens.

Quratul Waqas is an MƒA Master Teacher and mathematics teacher at I.S. 230 in Queens.

Great Diseases With Tufts: Antibiotic Resistance and the Tragic Case of Stan

Facilitator: Berri Jacque, Ph.D.

THURSDAYS, OCT 14, OCT 21, OCT 28

MƒA & ONLINE  SCIENCE + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSION 1 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2 AND 3 WILL TAKE PLACE VIRTUALLY. EACH TEACHER WILL RECEIVE AN INDIVIDUAL KIT TO CONDUCT THE LAB REMOTELY. THIS COURSE WILL ALSO INCLUDE ONE HOUR OF PREP WORK TO BE COMPLETED PRIOR TO EACH SESSION.

The use and misuse of antibiotics has led to a frightening and increasing prevalence of antibiotic resistance. Can we imagine a post-antibiotic world? In this mini-course, teachers will explore the importance of antibiotic resistance as they engage in a lab-based case study, the Tragic Case of Stan. During the lab, teachers will learn about the fictional character, Stan, who undergoes a surgical procedure and faces a complication as a result of a bacterial infection. To diagnose the cause of Stan’s infection, teachers will perform various tests similar to those used in clinical settings. They will also tackle the challenge of selecting a treatment for Stan and examining the standard of care as well as novel approaches to treating bacterial infections. The goal is for every teacher to feel prepared to use the lab in their own classrooms and have some fun while doing it! This course is best suited for middle and high school life science teachers.

Dr. Berri Jacque is an Associate Professor of Medical Education and Director of the Center for Translational Science Education at Tufts University. After completing his doctorate in immunology, he completed a postdoctoral fellowship in curriculum design and evaluation. His work focuses on broadening participation in science and understanding approaches that engage high school students and teachers in authentic biomedical science. His current work is designing and disseminating biomedical and health-science curricula that teach critical healthrelated concepts to increase scientific and health literacy.

Grit and Resiliency Skills to Increase Engagement and Prevent Burnout

Facilitator: Jessica Gifford

TUESDAYS, OCT 26, NOV 9, NOV 16

ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

Teachers and students have been through a challenging year and continue to face ongoing changes, safety issues, and social concerns. Even positive change can cause stress, and chronic stress takes a physical and emotional toll that can erode well-being and the ability to fully focus and engage academically. In this course, we will discuss the factors that contribute to burnout and disengagement, and what can be done to address them. We will also explore a wide range of evidence-based strategies to build grit, resiliency, and engagement. This minicourse is highly interactive and experiential. Teachers will explore and practice each strategy as they consider which ones they would like to incorporate into their own lives and classrooms. All teachers who want to improve their grit and resiliency and that of their students are welcome!

Jessica Gifford, LICSW, has a master’s degree in Social Work from Smith College School for Social Work and spent her early career providing individual and group counseling in a variety of clinical settings. For the past fifteen years, Jessica has been focused on developing programs and curricula that build resilience and promote well-being. Jessica is the founder of ProjectConnect, a program that builds positive peer connection and community in schools and colleges. She is also the author of “The Resiliency Skills Training Workbook: 10-Minute Exercises to Improve Your Health and Happiness.”

Growing Forward: What Have Educators Learned From the COVID-19 Pandemic?

Facilitators: Jo Ann Kraus and Paul Rubeo

TUESDAYS, OCT 5, OCT 12, OCT 19

ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP

Though the pandemic has presented numerous challenges, it has also given rise to innovative teaching opportunities and approaches to nurture student engagement and agency. This course is designed to explore these innovative approaches and gain a deeper understanding of effective ways to help students thrive. Teachers will discuss and share understandings and strategies developed as they teach through the COVID-19 pandemic and identify where and how these strategies can be integrated into their STEM instruction. This course is open to all educators willing to share their pandemic teaching experiences, reflect on how the pandemic affects their understanding of teaching and learning, and build upon what they have learned to grow as educators and support their students.

Jo Ann Kraus is a technology consultant providing coaching and creative solutions to teachers and administrators in K-12 schools. She is a former technology and library media director serving a large school district in the Mid-Hudson Valley. Her career path includes working as a computer teacher, technology integration specialist, and adjunct teacher for public and private universities in New York State. Jo Ann enjoys building collaborative solutions for teaching and learning. She loves the outdoors and is an enthusiastic photographer.

Paul Rubeo is currently the Assistant Director of the Mid-Hudson Teacher Center (MHTC) at the State University of New York at New Paltz. The MHTC provides professional development to approximately 10,000 educators in the Mid-Hudson Valley region of NY State. During the past four decades, he has worked as a middle and high school social studies teacher, technology integration specialist, and school principal.

High Tech, Low Tech, No Tech: Project-Based Learning and Design Thinking

Facilitators: MƒA Master Teachers Jared Jax, Ph.D., and Everton Henriquez

THURSDAYS, JAN 13, JAN 20, JAN 27

MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

Are you looking for new and innovative ways to incorporate and structure hands-on, project-based learning (PBL) in your STEM classroom? This course will offer ways to integrate PBL within STEM subjects, using various amounts of technology. Join us as we share best practices for structuring a PBL approach to teaching and learning and provide sample projects that utilized our school’s makerspace. We will use simulated environments, hands-on equipment such as Arduinos and breadboards, as well as traditional consumables like wood and glue to design and create projects that can be immediately incorporated into the classroom. Additionally, we will also discuss Design Thinking, which focuses on promoting creative problem-solving in the project cycle and using feedback to refine ideas. To close out the course, we will work in teams to iterate on one of the PBL units shared to adapt it to each of our unique classroom settings. This course is designed primarily for STEM teachers of grades 6-12.

Dr. Jared Jax and Everton Henriquez are MƒA Master Teachers and science teachers at Staten Island Technical High School in Staten Island.

Infusing Narrative and Relevance Into Mathematics Planning

Facilitator: Nicole Padula George

TUESDAYS, OCT 19, OCT 26

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

Storytelling is a powerful medium for communication, engagement, learning, and connection. Mathematics is often taught in silos, in abstract ways, and without sufficient time for students to discuss, relate, and internalize ideas. In this mini-course, we will disrupt this common practice by designing units that fuse content with storytelling. Through peer collaboration, a sharpened focus on standards, and purposeful tasks, we will consider best practices for building relevance, linkage, and narrative within and across units. In session one, we will hone in on our understanding of standards and how they impact student outcomes as well as dedicate time to craft opportunities for content association and coherence. In session two, we will share our unit plans for peer feedback and refinement, reflect on the process, and make a commitment to incorporate narrative and relevance in our future units. This course is best suited for mathematics teachers who want to revamp their existing curricula.

Nicole Padula George, Founder and Principal of NPG Education Consulting, LLC, currently serves as a school leader focusing on mathematics and science instruction. Along with a bachelor’s degree in Mathematics from Haverford College and a master’s degree in Educational Leadership from Columbia University, she has over 14 years of experience in education as a teacher, instructional coach, and STEM program director. Nicole leads with heart and responsibility, always putting students first. This mindset has led to a successful track record of student growth and achievement as well as public recognition.

Interrogating “Common Sense” and Working

Toward Anti-Racism in Mathematics p Facilitators: Jasmine Y. Ma, Ph.D., Daniela Della Volpe, Arundhati Velamur, and MƒA Master Teachers Sarah Ahmed and Pearl Ohm

MONDAYS, SEP 20, OCT 4, OCT 18

ONLINE  MATHEMATICS

During this tumultuous and challenging school year teachers and students have experienced an ever-worsening global pandemic, widespread racist violence, and a fraught presidential election complicated by fascist narratives and attempts to circumvent the democratic process. In this context, we will come together as a collective to question and reimagine a different landscape for mathematics education. We recognize that education has played a significant role in perpetuating white supremacy in schooling practices, rooted in assimilationist labor, military-industrial, and capitalist agendas. We will continue some of the work initiated in the fall 2020 course, Interrogating ‘Common Sense’ in Mathematics Education: Toward Anti-Racist Lenses, by interrogating skills, posing and reframing new problems, delving deeper into the sociopolitical history that has shaped the practices and problems of contemporary mathematics education, and using this knowledge to generate potential solutions and possibilities to transform our classrooms and communities. Both new and returning teachers are welcome to join this reflective community as we reframe positions shaped by “common sense” assumptions.

Dr. Jasmine Y. Ma is Associate Professor of Mathematics Education at NYU Steinhardt School of Culture, Education, and Human Development. Her research considers how young people engage in everyday activity across settings and how this informs designs for supporting their learning in the mathematics classroom. As a part of this work, she investigates how dominant forms of mathematics instruction, as well as the assumption that modern academic mathematics is the only mathematics of value, actively and systematically marginalizes particular populations of learners.

Daniela Della Volpe is a doctoral student in the Department of Teaching and Learning at NYU Steinhardt School of Culture, Education, and Human Development and a former high school mathematics teacher in Italy.

Arundhati Velamur is a doctoral student in the Department of Teaching and Learning at NYU Steinhardt School of Culture, Education, and Human Development and a former MƒA Early Career Teacher.

Sarah Ahmed and Pearl Ohm are MƒA Master Teachers and mathematics teachers at Essex Street Academy in Manhattan.

Introduction to Python Programming

Facilitators: MƒA Master Teachers Renne Castro, Alex Duff, and Andrew O’Grady, Ph.D.

TUESDAYS, SEP 21, SEP 28, OCT 5, OCT 12

ONLINE  COMPUTER SCIENCE AND TECHNOLOGY + PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.

Python is a computer language that is both easy to learn and easy to teach. It is used by many professional programmers and is known for its readability. New users can find a robust and supportive online

community through the Python Software Foundation (PSF). During this course, teachers will be grouped based on their skill level and interest. They will learn concepts in Python through lessons and exercises, explore online resources available to the Python community, and leave with ideas for scalable Python projects. There is no prerequisite knowledge for this course -- just an interest in learning to program. While this course is for Computer Science teachers interested in learning how to teach a course or unit in Python, any STEM teacher wishing to learn Python is welcome to attend!

Renne Castro is an MƒA Master Teacher and computer science teacher at Bayside High School in Queens.

Alex Duff is an MƒA Master Teacher and science teacher at Renaissance High School for Musical Theater and the Arts in the Bronx.

Dr. Andrew O’Grady is an MƒA Master Teacher and computer science teacher at Bronx Early College Academy for Teaching & Learning in the Bronx.

An Introduction to Statistics for the Hesitant Science Teacher

Facilitator: Kristen Dotti

TUESDAYS, SEP 28, OCT 12, OCT 26, NOV 9

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

Have you ever felt hesitant to teach statistics in your science classroom? Then join us in this four session introductory course as we dive into descriptive statistics, methods used to report the level of uncertainty or error associated with a set of measurements and are also the foundation of hypothesis testing. We will begin with an exploration of the different ways we report error in sample measurements. Then, we’ll consider the strengths and weaknesses of the most commonly used descriptive statistics in K-12 classrooms including mean, median, mode, and range. Next, we will expand our choices as we delve into additional ways of describing data including variance, standard deviation, standard error of the mean, and the 95% confidence interval. Finally, we will learn to express error on a graph using quartiles or error bars. This course will give you the tools and confidence you need to better incorporate statistics in your own classroom. It is designed for those looking to authentically incorporate statistics into the discussion and presentation of data, which especially includes AP, IB, and Consortium science teachers.

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

Investigating Global Coral Bleaching Using Real Data

Facilitators: Adriana Aquino, Ph.D., and MƒA Program Officer for Professional Development Uzma Shah

WEDNESDAYS, NOV 3, NOV 17

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

Coral reefs are one of the most diverse ecosystems on the planet. In fact, the livelihood of one in fifteen people depends on them. However, corals are also the canary in the coal mine with half of coral reefs being lost in the past three decades. In this mini-course, teachers will learn about corals and their primary threats and will engage in a data-driven investigation, aligned to the NGSS crosscutting concepts. Specifically, we will look at how the study of coral bleaching can provide students with opportunities to explore patterns. In session one, teachers will learn about the biology of corals and their role as reefbuilding organisms. After being introduced to the phenomenon of coral bleaching, they will learn about and apply to a small dataset, a method for predicting the likelihood of coral bleaching around the globe. During the second session, teachers will investigate the temporal and spatial patterns of global coral bleaching by analyzing and interpreting geographic data, both on the likelihood of bleaching and reports of actual bleaching events during the past thirty years. The course is best suited for middle and high school life and environmental science teachers, but anyone wanting to learn more about the biology of corals and their ecological importance is welcome to attend.

Dr. Adriana Aquino is a Senior Science Content Specialist for Teacher Professional Development at the American Museum of Natural History’s Education Division. Adriana is also an ichthyologist, and as such she does research on the diversity of armored catfishes.

Uzma Shah is a Program Officer for Professional Development at Math for America.

Let’s Talk About Sex (Ed): How to Teach Inclusive

Sex Education p Facilitator: MƒA Master Teacher Kristen Brown

TUESDAYS, DEC 7, DEC 21, JAN 4

MƒA  SCIENCE

Are you teaching sex education (sex ed) or thinking about taking on that role? If so, this course will introduce you to a comprehensive and inclusive sex ed curriculum centered on reproductive and sexual health equity. The course will focus on five main themes: the state of sex ed in the United States and why it is important we make it more inclusive; teaching reproductive anatomy with the biological sex and gender spectrum; menstruation equity; childbirth with a focus on the rising rates of maternal mortality; and contraception and STD/STI prevention. In our first session, we will discuss the current state of sex ed and the importance of inclusivity as we experience a lesson from a student perspective. In our second and third sessions, we will explore additional curricula and work to adapt or create new lessons. This course is designed for middle and high school teachers who are new to teaching sex ed or teachers who want to modify their existing curriculum and practices to make their current sex education course more inclusive and equitable.

Kristen Brown is an MƒA Master Teacher and science teacher at NYC iSchool in Manhattan.

Maximize Real-Time Feedback Using the Desmos Activity Builder Computation Layer

Facilitators: MƒA Master Teachers Phylicia Hoyt and Kate Litman

THURSDAYS, OCT 14, OCT 21, OCT 28

ONLINE  MATHEMATICS

Have you dabbled with the Activity Builder in Desmos? Are you tempted to explore the Computation Layer (CL) but don’t know where to start? Do you want to harness the power of the Desmos platform without having to check every student slide daily? If so, this workshop is for you! The CL lets you connect different mathematical representations to change what students see later based on their earlier work, as well as collect data from an entire class. We will practice creating Desmos activities to give verbal, visual, and symbolic feedback based on graphs, tables, and numerical answers in real-time.

Phylicia Hoyt and Kate Litman are MƒA Master Teachers and mathematics teachers at Quest to Learn in Manhattan.

Open Broadcasting Software: A Mini-Production Studio for Instructional Videos

Facilitators: MƒA Master Teachers Mohammed Alomeri, Susie Li, and Nancy Yi

MONDAYS, OCT 18, NOV 1, NOV 15

ONLINE  COMPUTER SCIENCE AND TECHNOLOGY

Do you want to make your instructional videos seamless and engaging? Rather than scouring the internet for a video that is “good enough,” teachers can become the content creators their students need. Open Broadcasting Software (OBS) is a free, opensource solution for live streaming and video recording used to create content on platforms like YouTube and Twitch. With OBS, teachers have complete control over what viewers can or cannot see during live video conferences or recorded videos for their classes. Users can combine multiple windows or video sources in a canvas-like interface to create professional-quality content without needing to engage in time-consuming post-production editing. In this mini-course, teachers will have the opportunity to explore, create, and showcase their content creation using OBS. In session one, teachers will be introduced to the interface of OBS and basic scene creation. In session two, teachers will dive deeper into scene creation, experiment with seamless scene switching, and explore various outputs for their broadcast or recording. The last session will be a showcase, to share what teachers have learned and give and get feedback on their creations. This course is for teachers of any discipline who are seeking to improve their skills in creating digital content or live videos for their classrooms.

Mohammed Alomeri and Nancy Yi are MƒA Master Teachers and science teachers at Brooklyn Technical High School in Brooklyn.

Susie Li is an MƒA Master Teacher and computer science teacher at P.S. 126 Jacob August Riis in Manhattan.

People and Place: How We Develop Belonging For Our Students (and Ourselves)

Facilitator: Kara Imm, Ph.D.

TUESDAYS, SEP 28, OCT 12, OCT 26

MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

Belonging — one of the most important human needs — can be described as the perceived “fit” between a person and a social context. A variety of important questions emerge in our pursuit of belonging: Who am I here? Who can I become? Am I seen? Am I valued? Are people like me compatible with this place? In this course, we will consider classrooms as one social context where students and teachers, perhaps now more than ever, want to experience a deep connection and sense of belonging that affirms their identities. We will ground our work in theory and research, develop a useful bank of belonging questions, learn from interviews with students and colleagues, and design some events, actions, and materials to cast a wider net of who belongs in our STEM classrooms.

Dr. Kara Imm is a K-12 mathematics educator based in New York City. In her more than 20-year career, she has been a middle and high school math teacher, staff developer, leadership coach, and teacher education faculty. At MƒA, Kara has been invited to design and lead over 20 courses on topics including design thinking, mathematical routines, models and modeling, developing a coaching practice, and early algebra. Kara has written several articles and books with and for teachers on the teaching and learning of mathematics. A proud graduate of Minneapolis Public Schools, Kara earned degrees from Stanford University and Bank Street College of Education. Her recent Ph.D. in Urban Education from The Graduate Center, The City University of New York investigated the impact of mathematical modeling for high school girls of color who had experienced the gate-keeping effects of algebra.

Post-Pandemic Brains: Lessons Learned From Brain Plasticity

Facilitator: Ido Davidesco, Ph.D.

THURSDAYS, OCT 14, OCT 21, OCT 28

ONLINE  SCIENCE

What are the potential impacts of more than a year of remote teaching and learning on our students’ brains as well as our own? In this mini-course, we will explore the phenomenon of brain plasticity and its implications for education in the post-pandemic era. We will begin by reviewing animal and human research on brain development and plasticity, focusing on neural networks that continue to mature throughout adolescence. In the second session, we will use this research basis to discuss how the pandemic may have affected the development of students’ brains. We will investigate how increased stress, social isolation, and prolonged screen time may have affected students’ brains and discuss studies of student brain scans before and after school vacations. We will conclude in session three by translating this research into classroom practices that can support students’ brain development and learning - socially, emotionally, and cognitively - as we transition back to face-to-face teaching.

Dr. Ido Davidesco is an Assistant Professor of Learning Sciences at the University of Connecticut. He studies how students learn science in classrooms using portable Electroencephalography (EEG) and eye tracking technologies. Additionally, he’s currently working on developing science curricula and educational technology to enhance classroom-based research experiences for students.

The Power of UDL: Providing Meaningful Access

for Students With Exceptionalities p Facilitator: Savanna Flakes

THURSDAYS, OCT 21, OCT 28

ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.

Universal Design for Learning (UDL) is a powerful approach, providing all students meaningful access to content and supporting them to become expert learners. The UDL framework supports teachers in removing barriers and to personalizing learning using flexible options in engagement, representation, and expression. In this mini-course, teachers will explore the UDL framework and examine how it can be used to meet the needs of all learners. We will first establish a common language and understanding around UDL. Then, we will analyze technology, tools, resources, and strategies to provide students with equitable access to the curriculum. Teachers will leave with a deepened understanding of how to use the principles of UDL alongside technology tools to customize their classrooms.

Savanna Flakes is a National Board Certified Teacher and an education consultant specializing in differentiation, inclusion, co-teaching, Universal Design for Learning, and educational technology. Her prior instructional leadership roles include manager of professional learning, master educator, technology integration specialist, professor, and inclusion instructional specialist - coaching administrators and teachers on effective inclusive and instructional practices. Savanna holds an Educational Specialist degree from the University of Virginia in Curriculum and Instruction, a post-master’s certificate from George Washington University in Leadership and Administration, and certifications in social-emotional learning, trauma, mindfulness, and emotional intelligence.

Queer Pedagogy: Disrupting Oppressive

Conditions in the Geometry Classroom p Facilitators: Arundhati Velamur and Brandie E. Waid, Ph.D.

THURSDAYS, OCT 14, OCT 21, OCT 28

ONLINE  MATHEMATICS

Over the past several years, mathematics teachers have begun to grapple with how mathematics education plays a role in creating oppressive conditions for BIPOC, disabled, language minority, and queer students. In our own practice, we have found the use of queer theory and queer pedagogy, which emphasize taking a questioning stance to all knowledge and learning (particularly those that are deemed “normal” or “routine”), to be a useful lens through which to disrupt such oppressive conditions for our students. In this mini-course, we will focus on the use of queer theory and pedagogy to challenge normative practices in the teaching of geometry and reimagine the classroom as a humanizing space. Teachers will 1) discuss the basics of queer theory and mathematical inqu[ee]ry (a form of queer pedagogy) as they pertain to geometry, 2) explore how to utilize tenets of mathematical inqu[ee]ry to “queer” geometric proof, and 3) collaboratively identify other ways to queer the teaching and learning of geometry. This course is most appropriate for high school geometry teachers.

Arundhati Velamur (she/her) is a doctoral student in the Department of Teaching and Learning at NYU Steinhardt School of Culture, Education, and Human Development. She has several years’ experience teaching high school mathematics and working with pre-service and in-service teachers to reenvision mathematics to be more equitable for all students. Her research centers on the study and practice of mathematics as gendered and racialized.

Dr. Brandie E. Waid (she/ella) is an independent mathematics coach and scholar, founder of The Queer Mathematics Teacher (QMT), and co-founder of The Radical Pedagogy Institute. She was formerly an assistant professor of teacher education and has taught middle and high school mathematics. Brandie’s research and work at QMT and the Institute center on using a queer lens to challenge traditional practices in teaching and learning. To learn more about her work, visit the QMT website: www.TheQueerMathematicsTeacher.com.

The Return of General Relativity!

Facilitators: MƒA Master Teachers David Deutsch and Seth Guiñals-Kupperman

MONDAYS, NOV 15, NOV 29, DEC 13

MƒA  SCIENCE

Are you looking to increase your knowledge of general relativity (GR)? Then join us as we explore general relativity through a differentiated approach. In this mini-course teachers will join one of three collaborative small groups: one that will pursue physics and mathematics of a significantly advanced nature, one that pursues GR using mathematics at the level of introductory calculus, and one that pursues bringing practical GR activities to the classroom. We will begin with a discussion on possible starting points for each group, relying heavily on Thomas Moore’s, A General Relativity Workbook. Each team will then determine its own trajectory for the following sessions, carrying

out unique activities related to GR and sharing major take-aways and discoveries with the larger group. This course is aimed primarily at physics teachers, but all GR enthusiasts are welcome!

David Deutsch is an MƒA Master Teacher and science teacher at Manhattan Center for Science and Mathematics in Manhattan.

Seth Guiñals-Kupperman is an MƒA Master Teacher and science teacher at The Brooklyn Latin School in Brooklyn.

Rubik³s Cube: An Introduction

Facilitators: MƒA Master Teachers Bob Burton, Patrick Cox, and James Milana

MONDAYS, NOV 8, NOV 22, DEC 6

MƒA  MATHEMATICS

There are many approaches for how to solve a Rubik’s Cube with varying degrees of speed and difficulty. In this mini-course, we will focus on solving it using the Beginner’s Method. While the primary goal is that everyone will leave having solved the cube, we will also explore insights into the mathematics of the cube, including standard notation, algorithms, and their reflections and inverses. This course is designed for teachers who have little to no experience solving a Rubik’s Cube but have always wanted to learn how to do so. In our first two sessions, we will focus on the notation and representations of the Cube and how to fully solve it. In our last session, teachers will expand and apply their knowledge to solve related puzzles, learn more about the mathematics behind the Cube, and how to integrate Cubes in their classrooms or clubs.

Bob Burton is an MƒA Master Teacher and computer science teacher at Explorations Academy High School in the Bronx.

Patrick Cox is an MƒA Master Teacher and mathematics teacher at Central Park East High School in Manhattan.

James Milana is an MƒA Master Teacher and mathematics teacher at Forest Hills High School in Queens.

Samurai, Kissing Circles, and the Geometry of Shinto Shrines

Facilitators: David Clark, Ph.D., and MƒA Master Teacher Andy Brockmann

MONDAYS, OCT 18, NOV 1, NOV 15

MƒA & ONLINE  MATHEMATICS + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSION 1 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2 AND 3 WILL TAKE PLACE VIRTUALLY.

Are your modern Western mathematics skills a match for the centuries-old mathematics puzzles of the East? In this mini-course, we will investigate sangaku (wooden tablets inscribed with mathematics problems) and their purpose in 17th and 18th century Japan, including worship, scholarship, and entertainment. We will bring our prior knowledge and experience to the table as we collaborate to work through a handful of sangaku problems; make connections to algebra, geometry, and basic trigonometry; and discuss ways to engage and enrich diverse learners in our middle and high school classrooms. By the end of the minicourse, teachers will be able to connect Japanese mathematics and culture in a historical context, identify the aesthetic of traditional geometry problems, apply basic techniques to solve them, and finally create sangaku of their own.

Dr. David Clark is a Professor of Mathematics at Randolph-Macon College in Ashland, Virginia. In 2017, David organized and hosted an international conference on Japanese mathematics in Ashland, and is currently editing a volume of work stemming from that meeting. He has taken three groups of students to Japan to experience sangaku inperson and to watch sumo.

Andy Brockmann is an MƒA Master Teacher and mathematics teacher at J.H.S. 088 Peter Rouget in Brooklyn.

Shifting Instructional Practice to Create Anti-

Racist Mathematics Classrooms p Facilitators: Mary Leer, Ed.D., and MƒA Master Teacher Dawoun Jyung

TUESDAYS, DEC 21, JAN 11, JAN 25

MƒA & ONLINE  MATHEMATICS + PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 3 WILL TAKE PLACE IN-PERSON AT MƒA. SESSION 2 WILL TAKE PLACE VIRTUALLY.

How might we critically incorporate anti-racist practices into our mathematics classrooms? This minicourse provides a reflective and courageous space for mathematics educators to examine the actions and beliefs that drive their daily instructional decisions. Teachers will begin by unpacking the idea of anti-racist teaching as they share their classroom routines (e.g. analyzing mathematics tasks). Then, these discussions will be used to uncover implicit and explicit biases that stymie even the best intentions to transform instructional practice. Teachers will develop an antiracist stance that addresses the historical biases of mathematics education as a gatekeeper for students of color. The goal is for every teacher to leave with actionable steps and tools to shift their instructional practices to be anti-racist and to dismantle common practices that block access and equity. This course is for all who seek a lifelong journey toward becoming anti-racist mathematics educators.

Dr. Mary Leer of Visualizing Education, Reframing Achievement Consulting, LLC, is an adjunct advisor to graduate students in the Leadership in Mathematics Education program at Bank Street Graduate School of Education. Her passion for math education and anti-racist practice began 30 years ago through a seminal project (Math3, U Pittsburgh) that engaged teachers in thinking critically about how student-teacher interactions (accountable talk©) maintain or decrease cognitive demand and student learning. These ideas continue to support her collaborative work with educators striving to co-create an anti-racist math environment that is not an opaque gatekeeper, but a transparent game-changer for students of color.

Dawoun Jyung is an MƒA Master Teacher and mathematics teacher at Metropolitan Expeditionary Learning School in Queens.

Talk Less, Smile More: Debate and Discussion in the STEM Classroom

Facilitators: MƒA Master Teachers Matt Baker and Devin Sprague

TUESDAYS, NOV 9, NOV 16, NOV 23

MƒA  INQUIRY, PRACTICE, AND LEADERSHIP

Are you interested in creating more space for student talk time by reducing your own? Do you want to know what students are thinking and hear them reason through and defend their arguments? In this minicourse, we will explore classroom structures and techniques to help create what Harvard educator Ron Ritchhart calls a “culture of thinking,” where reasoning and arguments are visible and valued. Drawing from multiple sources and experiences, we will immerse ourselves in activities that promote student discussion and debate in and about both mathematics and science. Throughout the course, we will explore methods for increasing student talk, develop studentto-student conversations, and find ways to get students on their feet excitedly debating mathematics problems and scientific ideas. Time will be given to assess and evaluate these ideas and develop ways of implementing appropriate structures into our classrooms.

Matt Baker is an MƒA Master Teacher and mathematics teacher at The Brooklyn Latin School in Brooklyn.

Devin Sprague is an MƒA Master Teacher and science teacher at Edward R. Murrow High School in Brooklyn.

Teacher, Know Thyself: Upending Racism and

Shaping Change p Facilitator: Pamela Jones

MONDAYS, OCT 4, OCT 25, NOV 1, NOV 8

ONLINE  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.

While we know that “schools are places of racialization” (Patel, 2015), the COVID-19 pandemic and the centuries of devastation perpetrated by racism has made this reality even more pronounced. Educators are more eager than ever to take up the work of becoming anti-racist and the impulse is to rush to identify and implement strategies that will alter the landscape of our schools. Lasting change, however, requires us to take a step back and ask the question, “How do we become people who are good at shaping change?” (L.A. Tapia, 2020). In this expanded iteration of the mini-course on racial literacy offered in the Fall 2020 semester, we will take a critical eye to the construct of race and ask questions such as: How were we socialized to talk (or not talk) about race and why? How does our racial socialization impact our students and our teaching? In the first two sessions, we will explore who we are as racialized beings by unpacking the construct of race against a historical backdrop of white supremacy, racism, and anti-Blackness. In the third session, we will grapple with what it means to cultivate the disposition of an interrupter in our schools and daily lives. Finally, we will bring it all together by infusing our curricula and classroom management systems with anti-racism strategies. We will move beyond reductive framings of anti-racist education and consider the impact of racial capitalism, white supremacy, and settler colonialism on systemic oppressions in US schooling.

Pamela M. Jones, M.S.Ed., M.P.A., is an advisor and instructor at Bank Street College. Before joining Bank Street, Pam worked as a learning specialist for kindergarten and first grade, and as a third and fifth grade classroom teacher. Pam earned a master’s in Public Administration from Columbia University and her Master of Science in Education from Bank Street College of Education. Pam is pursuing her doctorate in literacy at New York University.

Teacher Leadership: Building Learning Communities to Improve Instruction

Facilitator: Alan Cheng

MONDAYS, SEP 27, OCT 4, NOV 1, NOV 8

MƒA  INQUIRY, PRACTICE, AND LEADERSHIP + PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.

Teacher leaders hold essential roles in our schools. They are responsible for supporting the learning and professional growth of teaching communities and ensuring equity and access for all students. In this mini-course, teacher leaders will collaborate to deepen their knowledge of processes and protocols for building school-based learning communities. Together, we will consider how to change the way we talk about our teaching with colleagues to give and receive honest and meaningful feedback. We will explore facilitation practices that optimize time together in meetings and foster vulnerability and collaboration. We will also discuss the pitfalls to avoid when leading teacher teams. This mini-course is designed for teacher leaders who have the time and energy (and support of their administration) to help develop new routines to improve instruction in their schools.

Alan Cheng is a former MƒA Fellow and co-facilitator of the MƒA School Leader Fellowship. Alan is currently a superintendent for NYC high schools in the Consortium, previously serving as the Principal of CityAs-School High School for many years. In his free time, he is pursuing his doctorate in Adult Learning and Leadership at Teachers College, Columbia University.

Teaching for Justice in Mathematics p Facilitator: Anjali Deshpande, Ph.D.

TUESDAYS, SEP 21, SEP 28, OCT 5

ONLINE  MATHEMATICS

How can we plan for and infuse equity-forward practices in the mathematics classroom? In this minicourse, we will take a deep, analytical dive into the key pedagogical practices and design tools that can promote agency and positive mathematical identity development. We will define what it means to teach

for justice and examine teaching materials and student work through a justice lens. Teachers are invited to test parts of their lessons with their students between sessions two and three and to bring artifacts back for review. We will conclude by discussing the Innovator’s Compass, a design tool, to help unpack the most important principles of teaching for justice. This mini-course is appropriate for middle and high school mathematics teachers who want to go deeper into justice-promoting lesson design practices. Teachers will be asked to complete a few short readings before each session.

Dr. Anjali Deshpande is a professor of Mathematics Education at The High Meadows Graduate School of Teaching and Learning in affiliation with MIT. Dr. Deshpande served as a public school teacher in the South Bronx and a secondary mathematics coach in New York City for eight years. Her passions include investigating effective assessment practices, analyzing and implementing strategies that foster the development of positive mathematics identity, and promoting justice and equity through mathematics education.

The Underrepresentation Curriculum: Social

Justice & Student Identity in Science p Facilitators: Angela Flynn, Moses Rifkin, and Johan Tabora

TUESDAYS, NOV 16, NOV 30, DEC 14

ONLINE  SCIENCE + PLEASE NOTE: THIS MINI-COURSE WILL TAKE PLACE AFTER MOSES RIFKIN’S WEDNESDAY WEBINAR ON NOVEMBER 17.

What if you could use the tools of science to teach about identity, improve the culture of your classroom, and help students make the world a more just and equitable place? The Underrepresentation Curriculum (URC) is a free, flexible curriculum for STEM educators that helps students look critically at science through the lens of equity and inclusion. In diverse classrooms across the country, the curriculum has helped teachers to fuse their science teaching goals with their commitment to justice. Each of the three sessions of this course will delve into one of the units of the URC: 1) Exploring the nature of science and the necessity of inclusive representation, 2) Learning about barriers faced by scientists with certain identities, and 3) Preparing to take action to reduce and eliminate these barriers in our own communities and beyond. Throughout, teachers will experience activities and make plans for potential implementation in their own classrooms. This course is best suited for all middle and high school science teachers.

Angela Flynn has been teaching middle school math and science since 2006. She has presented her work on developing anti-racist science curriculum at national and regional conferences including the People of Color Conference (PoCC). She is a co-editor of the Underrepresentation Curriculum Project (URC) and is committed to working with other educators to develop a more inclusive curriculum in STEM. She is also the creator of the TedEd lesson, “”The Science of Skin Color.”” Angela earned a B.A. in mathematics and her M.A.T. in History/Social Studies with a certification in mathematics/economics from Brown University.

Moses Rifkin is a veteran high school physics teacher working in Seattle, WA. He is a member of the collective behind the Underrepresentation Curriculum Project (URC), a free resource for science teachers looking for ways to bring social identity, courageous conversation, and social justice action into their curriculum. He has written about the URC in Edutopia, Rethinking Schools, The Science Teacher, and The Physics Teacher, and is committed to working with other teachers to critically examine and improve education for all students. He earned his M.Ed in Curriculum and Instruction from the University of Washington and a B.S. in Geophysics from Brown University.

Johan Tabora is a National Board Certified physics teacher in Chicago. He is interested in uncovering how students’ socio-cultural, -historical, and -political backgrounds shape their identities as learners and doers of science. His current research centers on understanding the experiences of Filipino-American students in science. Johan works as a co-editor for the Underrepresentation Curriculum Project. He holds a B.S. in Aerospace Engineering from the Florida Institute of Technology, an M.S. in Electrical Engineering from the University of WisconsinMadison, and an Ed.M. in Secondary Education from the Harvard Graduate School of Education. He is currently finishing his doctorate in science education at the University of Illinois at Chicago.

Utilizing Games and Puzzles to Improve Mathematical Habits of Mind

Facilitator: Anne Burgunder

MONDAYS, SEP 20, OCT 4, OCT 25

MƒA  MATHEMATICS

According to findings across multiple research disciplines, spatial reasoning is critically important to a student’s academic success and mathematical ability. And yet, it is not the central focus of most mathematics curricula. In this course, classic problems will be turned into puzzle-like investigations as teachers investigate some of the foundations of number theory and discrete mathematics that can be accessed in a playlike manner. In addition, we will discuss the benefits of engaging students in experiences of this type by building their capacity to reason and speak about mathematics. The games and puzzles will be most useful for elementary mathematics teachers.

Anne Burgunder is widely regarded as a teacher’s teacher. Currently, she is a clinical faculty member of NYU Steinhardt School of Culture, Education, and Human Development where she teaches mathematics methods courses and mentors student teachers in the field. Anne’s wide-ranging experience makes her a true mentor to new and seasoned teachers alike. She is dedicated to helping teachers increase student achievement through improved instruction and the development of pedagogical content knowledge.