Skip Main Navigation
Page Content

Save This Event

Event Saved

Looks like this event has already ended.

Check out upcoming events by this organizer, or organize your very own event.

View upcoming events Create an event

Mechanics Modeling Workshop-7/18/16 to 8/5/16 in NYC

STEMteachersNYC

Monday, July 18, 2016 at 9:00 AM - Friday, August 5, 2016 at 4:30 PM (EDT)

Mechanics Modeling Workshop-7/18/16 to 8/5/16 in NYC

Ticket Information

Ticket Type Sales End Price Fee Quantity
RESERVATION--Mechanics (Physics) Workshop
To hold your spot until your school or district can submit the remaining $899 balance which is due as soon as possible. See event description to find link for a downloadable invoice and a ready-to-use letter for requesting support. You will receive a bill via email for the remaining balance after your reservation has been processed.
Ended $100.00 $2.99
FULL PAYMENT --Mechanics (Physics) Workshop
Price for teachers who receive financial support to attend this workshop. This price includes the $100 "Reservation Fee." Please do NOT pay both. See event description for additional payment details (downloadable invoice, emailing and mailing of POs)
Ended $999.00 $7.95
SCHOLARSHIP DISCOUNTED TICKET--Mechanics (Physics)
For teachers who are paying for the workshop themselves and are not receiving financial support from their districts or other funding organizations.
Ended $599.00 $7.95

Share Mechanics Modeling Workshop-7/18/16 to 8/5/16 in NYC

Event Details

Physics/Mechanics Modeling Workshop

July 18 - August 5, 2016 

Leaders: Paul Bianchi & Zhanna Glazenburg 

Cost:  $999. Though we have a limited number of $400 scholarships available for teachers who are paying for themselves and are not receiving financial support from their districts or other funding organizations. After all, STEMteachersNYC is an organization by teachers, for teachers, about teaching.  See below for more details.


Attention high school physics teachers and pre-service teachers!  

Come learn a fantastic approach known as Modeling InstructionTM and how it can help improve and deepen your students’ understanding of crucial concepts in physics.  This workshop will immerse you in Modeling InstructionTM so that you can develop the skills necessary to implement this student-centered, research-informed, standards-based curricular approach with your students.  As a participant, you will spend time observing instruction from the point of view of a student (“student-mode”), as this is a key component in reinforcing the intertwined content knowledge and pedagogical content knowledge.  You will engage in thought-provoking, pertinent experiments that you can utilize in your own classroom.  Periodically, we will switch to “teacher-mode”, to uncover and examine through readings and discussion the pedagogical rationale for all aspects of Modeling Instruction.TM   We’ll also discuss strategies for accommodating various student populations, class schedules, testing requirements, and laboratory resources. 

The workshop will develop and focus on fundamental physics models (Constant velocity; Uniform acceleration; Free particle (balanced force); Constant, unbalanced (net) force; Constant vertical and zero horizontal acceleration particle (projectile) motion; Circular motion; Momentum transfer; and Energy transfer) while utilizing a process-oriented inquiry approach; data collection, pictorial representations, graphical representations, algebraic representations, and discussion that proves to be extremely effective in helping students of all ability levels develop independence and problem-solving skills. 

 

A bit more about Modeling InstructionTM and why you’ll want to attend this workshop: 

Modeling Instruction is an effective instructional approach to teach science, technology, engineering and mathematics (STEM) courses. Modeling Instruction completely aligned with the eight Science & Engineering Practices in the Next Generation Science Standards <http://modelinginstruction.org/modeling-method-ngss-practices/>  One of the key components is to avoid “teaching by telling;” instead the instructor guides the students to a deeper understanding of the underlying principles behind a particular concept by asking leading questions and encouraging academic discussion among their students.  Educators nationwide have come to understand that students learn best when they are guided to construct their own understanding of essential ideas. Research supports this by showing that students in classes where they are actively engaged consistently outperform those in traditional classes. Additionally, students come to appreciate being in a class where the instructor encourages them to express their own ideas and understanding while having their teacher scaffold them to a much greater and deeper understanding then they probably thought possible. So not only does it benefit students’ long-term confidence and success in science and engineering it builds a positive classroom environment for everyone to enjoy learning in a fashion that science is best learned. 

hyperlinked image

(Click image or this URL https://youtu.be/9sr48cAXCEw to watch a

brief video about the modeling method) 

After attending this workshop, whether you are an experienced teacher or new to the teaching profession, you will feel excited and motivated for your upcoming school year. Then you’ll have the opportunity to observe first hand how this engaging approach promotes student centered sense making, confidence, and appreciation for science. 

Plus you will receive a copy of the Mechanics Manual both print and digital form. A FREE 1 year membership in the American Modeling Teachers Association (AMTA),  <http://modelinginstruction.org/>, which will give you online access to all the units and activities in the manual and presented in the workshop plus a plethora of other science resources for you and your students to enjoy.   

This workshop will run for 3 full weeks (Mon., July 18, 2015 to Fri., August 5, 2015) in Manhattan, at Teachers College, Columbia University (Zankel Hall, 525 West 120 St., New York, NY 10027). The workshop sessions will be Mon. through Thurs., 9:00 am to 4:30 pm and Fri. 9:00 am to 3:00 pm, followed by an optional social hour from 3:30 to 4:30.  

Prerequisite: One or more algebra and trigonometry-based course in physics.  Participants will be able to enroll for and earn three graduate credits at SUNY Empire State College (at additional cost).  

Cost

$999 for teachers who receive financial support to attend this workshop.  Just choose this ticket option when you are ready to purchase your ticket.  If you wish to reserve a seat now while you request support, you can choose to pay the $100 reservation fee (with balance of $899 due as soon as possible), and then click the link below to download an invoice and a ready-to-use letter for requesting support: 

<https://drive.google.com/folderview?id=0ByHKkWsAOwETR1dIX2J0bXp1eVU&usp=sharing>


Your school or district can email a purchase order for $999 to the STEMteachersNYC Treasurer (Treasurer@stemteachersnyc.org) or send it via US mail to STEMteachersNYC, 245 West 107 Street, Suite 10B, New York, NY 10025.

 

$599 for teachers who are paying for the workshop themselves and are not receiving financial support from their districts or other funding organizations.   Simply choose the "scholarship discount ticket" option to purchase your ticket and indicate in the order form that you are paying for the workshop for yourself and wont be getting reimbursed from your school, district or other funding organization.

 

Lodging 

  • We have negotiated group rates (mention "STEMteachersNYC") at the Marrakech Hotel (2688 Broadway, at West 103 St., NY, NY 10025; 212.222.2954, 866.546.8353http://www.marrakechhotelnyc.com): $139 (one double bed) and $149 (two double beds). The Marrakech is located 17 blocks (less than 1 mile) south of Teachers College, at the W 103 St stop of the #1 subway. There is a flight of stairs from the street to the lobby, stairs to the rooms (no elevator) however there is a porter always on the spot to carry luggage.

  • Morningside Inn (small rooms, basic condition, 235 West 107th St., NY, NY 10025; 212.316.0055; http://www.morningsideinn-ny.com/; 13 blocks from Teachers College).

  • You can also stay quite economically at the Youth Hostel (dorm style with bunk beds; 891 Amsterdam Ave., NY, NY 10025; 212.932.2300; 1 block east of the Marrakech) http://hinewyork.org/  The Youth Hostel IS clean, well maintained, and well run, and it offers group rates for 4 or more individuals occupying an entire room, which may be of interest to you. We have set up a ">Google Form (We'll share names and contact info among everyone who fills out the form to help you find others who wish to be part of a group for lodging) and a Facebook Group so those interested can provide their contact information, get in touch with other similarly interested teachers planning to attend a Modeling Workshop in NY City and make a reservation together at the Youth Hostel for a shared room at group rates.

 

Photographs and Video Recordings. We take photographs and record video of our workshops in order to publicize a positive image of science teaching, and of STEMteachersNYC - a recognized 501(c)(3) non-profit organizationIf you register, you are agreeing to be photographed and to have your voice and image video-recorded. You are also agreeing to relinquish all your rights to the photographs and video recordings. 

If you do not wish to be photographed or video-recorded - you must inform us at check-in. We will take one photograph of your face so that we can erase your image if we happen to catch it by chance during the workshop, though we will do our best to avoid you. We would appreciate your cooperation in positioning yourself at the edge of the group so as to help us avoid you.  If your image happens to appear by chance in one of our photos or videos online, please inform us at info@STEMteachersNYC.org and we will remove it.

Note: Workshop leaders subject to change.  

Please read the FAQs section below carefully before registering.  

 

FAQs  

Is this workshop free? 

No, the Cost is $999 for teachers who receive financial support to attend this workshop.  Or $599 for teachers who are paying for the workshop themselves and are not receiving financial support from their districts or other funding organizations. 

If you wish to reserve a seat now while you request support, pay the $100 reservation fee (with balance of $899 due as soon as possible), and then click the link below to download an invoice and a ready-to-use letter for requesting support:

<https://drive.google.com/folderview?id=0ByHKkWsAOwETR1dIX2J0bXp1eVU&usp=sharing>

Your school or district can email a purchase order for $899 to the STEMteachersNYC Treasurer (Treasurer@stemteachersnyc.org) or send it via US mail to STEMteachersNYC, 245 West 107 Street, Suite 10B, New York, NY 10025.

What is the workshop schedule? 

Monday to Thursday: 9:00AM to 4:30PM with one hour lunch
Fridays: 9:00AM to 3:00PM with one hour lunch, with optional informal social hour nearby from 3:30-4:30.
 

Are there pre-requisites for taking these workshops? 

The Mechanics workshop is designed as an introductory workshop and therefore does not require a previous workshop in Modeling Instruction. However, the Mechanics workshop requires at least one previous college-level algebra and trigonometry-based course in physics. 

How can I contact the organizer with any questions? 

Questions about registration for this event should be addressed to the STEMteachersNYC Registrar (Registration@STEMteachersNYC.org). 

Questions about the workshop itself should be addressed to (info@STEMteachersNYC.org). 

Questions about billing and payment should be addressed to the Treasurer (Treasurer@STEMteachchersNYC.org).  

I am interested in taking more than one workshop. Can I register for multiple workshops? 

It depends; the Physics workshop will run at the same time, as the Chemistry Workshop so you cannot register for both. The Middle School Science Workshop also overlaps with the Physics and the Chemistry Workshops, so you cannot register for the Middle School Science Workshop if you register for either the Physics or Chemistry Workshops.   

We will be offering other workshops that last one week which may or may not conflict with the Mechanics and other Modeling Workshops. Schedules for the one-week workshops will be posted on Eventbrite as soon as registration is open. 

Is the reservation fee refundable? 

If you choose not to attend the workshop, the reservation fee is not refundable. Please be sure you are able to attend the workshop prior to reserving a seat. If you mistakenly reserve seats for 2 workshops that take place at the same time, we will not be able to refund the reservation fees. 

Is the full workshop fee or the balance of the workshop fee (full fee minus the reservation fee) refundable?  

Refunds for the balance of the full workshop fee (that is, the full fee minus the reservation fee) must be requested within one (1) week of payment and at least four (4) weeks before the start of the workshop. All such requests must be accompanied by an acceptable, documented explanation. Judgments about acceptability of explanations and documentation, and about whether or not a refund will be issued are at the sole discretion of STEMteachersNYC and are final. Refunds will not include fees charged on the initial payment by Eventbrite, Paypal, credit cards, and/or banks.

Is my reservation/ticket transferrable?

Not without authorization, please contact the STEMteachersNYC Registrar (Registration@STEMteachersNYC.org) if you need to transfer your reservation to a different person/name, or if you wish to transfer your reservation to a different workshop. 

Can I update my reservation information? 

Yes, you can update your reservation information.

The name on the reservation/ticket doesn't match the attendee. Is that okay? 

No, please contact the STEMteachersNYC Registrar (Registration@STEMteachersNYC.org) to address this. 

Can you provide additional details about the content and approach of this workshop?  

In all Modeling Workshops, the instructors teach by example, guiding participants through a series of well-defined scientific models using a detailed course manual including classroom-tested, teacher-developed labs, activities, discussions, worksheets, and assessments. An explicit modeling learning cycle is used. Teachers should expect to carry out experiments, interpret their results, and discuss their work with colleagues in "student mode." Teachers will also review the pedagogical implications and consider implementation in "teacher mode." References describing Modeling Instruction and documenting its effectiveness are available at <http://modelinginstruction.org/researchers/publications/how-effective-is-modeling-instruction/>(click on "Research" tab).

Modeling Workshops all follow outlines and use the course manuals developed by the American Modeling Teachers Association and its predecessor, the Modeling Instruction Program, over the past 20 years.  

Can I receive college level credits? 

Yes - 

graduate level creditsfrom SUNY Empire State College. See information below.

 

4 graduate level credits from Aurora University More information will be added soon  so check back later or contact with questions.

 

===============

SUNY EMPIRE STATE COLLEGE LEARNING CONTRACT – Mentor: Fernand Brunschwig  

TOPIC OF STUDY: Modeling Instruction in Science –Physics, 3 credits, graduate level, not liberal arts and science.

 

LEARNING ACTIVITIES: 

Students will be expected to be either in-service science teachers or involved in a teacher preparation program. Students will attend 15 full-day sessions of a Modeling Instruction Workshop in Physics (over 90 contact hours, plus additional time for assignments and preparation). The workshop is organized by STEMteachersNYC, affiliated with the American Modeling Teachers Association (AMTA).

 

The workshop immerses teachers in Modeling Instruction so that participants develop the skills necessary to implement this student-centered, research-informed, standards-based curricular philosophy with their students. The instructors teach by example, guiding participants through labs, activities, discussions, worksheets, and assessments in the chemistry course manual as they would with high school students. In teacher mode, the pedagogical rationale for all aspects of the example instruction are explored as well as accommodating various student populations, class schedules, testing requirements, and laboratory resources. Through readings and discussion, the workshop also delves into cognitive research, pedagogical content knowledge, and the theoreticalunderpinnings of Models and Modeling that are essential to understanding Modeling Instruction as both a teaching practice and a teaching philosophy. References describing Modeling Instruction and documenting its effectiveness are available at <http://modeling.asu.edu/R&E/Research.html> and at <http://modelinginstruction.org/researchers/publications/modeling-instruction-an-effective-model-for-science-education/>.

 

The specific topics, as detailed in the Mechanics Manual (which is also the foundation for the corresponding secondary course) are as follows:Constant velocity; Uniform acceleration; Free particle (balanced force); Constant, unbalanced (net) force; Constant vertical and zero horizontal acceleration particle (projectile) motion; Circular motion; Momentum transfer; and Energy transfer). These units form the core of any high school physics course.

 

METHODS AND CRITERIA FOR EVALUATION: 

Attendance: You are expected to attend all days of this course. If you miss two classes (13 contact hours), your maximum grade will be a B; if 3, you can earn no higher than a C. Please be on time and ready to go! Report any expected absences to the instructor as soon as possible.

 

Elements of evaluation: 

1. (25%) Keep a course notebook. Teachers have found this notebook to be a valuable resource as they use the curricular materials in their own classes. Consequently, you are expected to record notes pertaining to everything that we do. When you return home and do the labs and activities you are not going to remember many of the details that came out in discussions and activities. Thus placing them in your notebook as you work is important. When we perform labs you are to record notes from the pre-lab discussion, record and evaluate data (include any graphs you make) and summarize the findings of the “class” in your lab notebook. (Summarize means express the relationships verbally and, if applicable, graphically and algebraically). You are expected to write down notes that will help you when you doing the lab with your students. Some teachers benefit by writing down good questions asked during whiteboarding, but that is up to you. You should also work out all problems and questions on the worksheets and insert them into your 3-ring binder.

 

2. (25%) Participate actively and thoughtfully in lab whiteboarding sessions, discussion of readings, activities, and problem-solving whiteboarding. You should focus on developing your capacity to plan ahead and to enact successful responses in real-time to typical classroom situations.

 

3. (25%) Write and submit short (1-2 pp.) “unit reflections” on each of the nine units. These reflections are expected to articulate an evolving understanding of Modeling Instruction in chemistry.

 

4. (25%) Write and submit a final paper (at least 5 pages, double-spaced, 12 point font) demonstrating further evolution in your capacity to implement and enact chemistry modeling instruction methods in your classroom. You should focus on specific, content-related practices that have direct applicability in the classroom, and avoid empty generalities. The use and inclusion of “multiple representations” (as explained, demonstrated and promoted in the workshop) is encouraged wherever appropriate. You may wish to focus on one or more of the following questions: 

a.     How can Modeling Instruction be implemented in your classroom? In particular, how could one or more of the teaching units in this workshop be used in your specific teaching situation? For example, to utilize a specific type of equipment available at your school, to focus on a particular reasoning skill, or to improve one or more of your own existing, successful classroom activities by incorporating some aspect(s) of Modeling Instruction. 

b.     Contrast the classroom procedures used in the modeling pedagogy with those typically used in a conventional teaching approach. 

c.     In what ways and to what extent is the non-modeling reformed pedagogy inquiry-based? How does it compare to modeling in this regard – is it more inquiry based than modeling? Less inquiry based? This should be supported with examples, quotes from the materials, or other evidence. 

 

The workshop leaders will use the following criteria to evaluate the final paper: 

1. Depth and extent of understanding of Modeling Instruction, as reflected in capacity to articulate specific, classroom-ready techniques and procedures 

2. Level to which issues regarding implementation are thoughtfully addressed.

3. Adherence to graduate-level scholarly writing standards, including APA format, and general clarity, coherence, and persuasiveness of exposition.

 

Students pursuing college credit are expected to enroll in Empire State College and pay tuition before the beginning of the workshop. Possible letter grades are A, A-, B+, B, B-, C+, C, D and no credit, with the understanding that B- is the accepted standard for maintaining satisfactory academic progress at the graduate level.  

For more information about STEMteachersNYC (formerlyPhysicsTeachersNYC), please visit our website: http://stemteachersnyc.org/

To join STEMteachersNYC fill out our survey: <http://tinyurl.com/modelingsurvey>

Members find out about workshops first and can sign up before others.

Have questions about Mechanics Modeling Workshop-7/18/16 to 8/5/16 in NYC? Contact STEMteachersNYC

When & Where


Teachers College
Columbia University
525 West 120 Street
New York, NY 10027

Monday, July 18, 2016 at 9:00 AM - Friday, August 5, 2016 at 4:30 PM (EDT)


  Add to my calendar

Organizer

STEMteachersNYC

STEMteachersNYC is a 501(c)3 non-profit organization that cultivates excellence in STEM teaching and promotes deep understanding and success for students through innovative, teacher-led professional development. Our weekend workshops for teachers are offered during the school year and multi-week workshop intensives occur in the summer. We welcome and encourage teachers from across the globe, the US, and the local New York City area!


STEMteachersNYC is registered as a Continuing Teacher and Leader Education (CTLE) provider with the New York State Education Department.

 

STEMteachersNYC is an approved vendor for the New York City Department of Education (#STE-23385).

 

STEMteachersNYC was founded in the summer of 2011 by a group of educators as a teacher-led study, support, and professional development group.  STEMteachersNYC membership has grown at over 30% per year and now stands at over 1,000 members. STEMteachersNYC is an affiliate of the American Modeling Teachers Association.

  Contact the Organizer

Please log in or sign up

In order to purchase these tickets in installments, you'll need an Eventbrite account. Log in or sign up for a free account to continue.