Institutes, Plenaries & Workshops

DreamCatching is all about learning and hands-on experience. Over four days you will participate in workshops and plenary sessions, and have the option of attending a pre-event institute.

We are still confirming facilitators for each session, and will post more detailed information here as it becomes available.

Pre-event institutes:

These 3 hour sessions focus on key topics related to IT implementation and integration in the classroom.

This year’s topics will be listed soon.

Workshops:

Workshops at DreamCatching are 2 hours long to allow for real hands-on experience that we hope you can take back and immediately apply in your class rooms.

Workshops fall into 8 categories:

• Elementary math
• Elementary science
• Middle school math
• Middle school science
• High school math
• High school science
• Integrating indigenous knowledge
• Integrating IT

Specific topics are defined by workshop facilitators but in the past have included: Building Confidence, Beadwork in Mathematics, Math You Can hold in Your Hand, Creating Creative Problem Solvers, Dealing with Math Anxiety, Elders’ Knowledge and the Academics, Science through Diversity etc.

This year’s topics will be listed soon.

Plenary sessions and panels:

Plenary sessions and panels at DreamCatching are designed to share key experiences and ideas. Ample time is provided for interactive questioning.

This year’s speakers will be listed soon.

Schedule

• Schedule [PDF]

Speakers

1. Greg Cajete, University of New Mexico


Gregory Cajete, Native American educator whose work is dedicated to honoring the foundations of indigenous knowledge in education. Dr. Cajete is a Tewa Indian from Santa Clara Pueblo, New Mexico. He has served as a New Mexico Humanities scholar in ethnobotany of Northern New Mexico and as a member of the New Mexico Arts Commission. In addition, he has lectured at colleges and universities in the U.S. , Canada, Mexico, New Zealand, Italy, Japan and Russia.

He worked at the Institute of American Indian Arts in Santa Fe, New Mexico for 25 years. While at the Institute, he served as Dean of the Center for Research and Cultural Exchange, Chair of Native American Studies and Professor of Ethnoscience. He organized and directed the First and Second Annual National Native American Very Special Arts Festival held in respectively in Santa Fe, NM in 1991and Albuquerque, NM in 1992.

Currently, he is Director of Native American Studies and an Associate Professor in the Division of Language, Literacy and Sociocultural Studies in the College of Education at the University of New Mexico.

Dr. Cajete earned his Bachelor of Arts degree from New Mexico Highlands University with majors in both Biology and Sociology and a minor in Secondary Education. He received his Masters of Arts degree from the University of New Mexico in Adult and Secondary Education. He received his Ph.D. from International College – Los Angeles New Philosophy Program in Social Science Education with an emphasis in Native American Studies.

Dr. Cajete has received several fellowships and academic distinctions, including the American Indian Graduate Fellowship from the US-DOE Office of Indian Education (1977-78); the D’arcy McNickle Fellowship in American Indian History from the Newberry Library, Chicago, IL (1984-85); and the Katrin Lamon Fellowship in American IndianArt and Education (1985-1986) from the School of American Research in Santa Fe, NM.

Dr. Cajete is a practicing ceramic, pastel and metal artist. He is extensively involved with art and its applications to education. He is also an herbalist and holistic health practitioner. In this capacity, he has researched Native American, Chinese and Ayurvedic healing philosophies and the cultural perspectives of health and wholeness.

Dr. Cajete also designs culturally-responsive curricula geared to the special needs and learning styles of Native American students. These curricula are based upon Native American understanding of the “nature of nature’ and utilizes this foundation to develop an understanding of the science thought process and Indigenous and Western perspectives of the natural world.

Dr. Cajete has authored four books: “Look to the Mountain: An Ecology of Indigenous Education,” (Kivaki Press, 1994); “Ignite the Sparkle: An Indigenous Science Education Curriculum Model”, (Kivaki Press, 1999); “A People’s Ecology: Explorations in Sustainable Living,” and “Native Science: Natural Laws of Interdependence” (Clearlight Publishers, 1999 and 2000).

2. Jim Barta, Utah State University


Jim Barta is an associate professor at Utah State University where he teaches courses in elementary education with a special emphasis on mathematics methods. He has been involved in multicultural mathematical research and curricular development for nearly fifteen years, with a particular focus on Native American mathematics. He has published numerous articles and several book chapters on the subject and has presented at national and international conferences. He currently has two projects; he works to enhance math education with indigenous teachers in the rural highlands of Guatemala and he collaborates with upper elementary and middle school teachers on The Northern Ute Reservation to improve their STEM teaching. Jim has taught in Alaska, Colorado, Oregon, Georgia, and Utah, as well as, in Canada, Great Britain and Norway.

3. Darryl Bazylak, Oskáyak High School


Darryl Bazylak is a Catholic Métis/Polish educator. He has a loving wife, Tracy and a daughter who is the pride of his life, Alora Danen. Darryl attended the University of Saskatchewan where he received his Bachelor of Education degree, Bachelor of Arts and Science Degree, and Master of Education in the Indian and Northern Education Program strand of Educational Foundations. He has been a teacher and administrator in the Greater Saskatoon Catholic School Division for 14 years. Darryl is presently the principal at Osk-yak High School (formerly Joe Duquette High School), an urban Aboriginal school in Saskatoon, Saskatchewan. Darryl is a self-proclaimed critic of the conventional educational system. His educational passion lies with the growing percentage of students who are not successful in our schools. His thesis “Factors contributing to the success of Five Female Aboriginal Students in an Urban High School” and recent research in the areas of Aboriginal student success in mathematics and science challenge our educational system to bring about change for Aboriginal students who fail in our schools.

4. Terrina Bellegarde, Federation of Saskacthewan Indian Nations

Terrina Bellegarde is the Science Program Manager for the Federation of Saskatchewan Indian Nations, a position she has held since 2001. For the last 10 years, she has been working with Aboriginal youth and their teachers in the areas of sciene, education and career choice. Terrina has a background in Environmental Science, and is a graduate of the Indian Health Studeies Program at First nations University of Canada.

5. Edward Doolittle, University of Regina

Edward Doolittle is Mohawk from Six Nations of the Grand River in southern Ontario. He earned his PhD in pure mathematicsfrom the University of Toronto in 1997. Since then he has taught Mathematics,Business, Leadership, and Native Studies at the University of Toronto, Queen's, York, Six Nations Polytechnic, First Nations University of Canada and, most recently, University of Regina. He has also studied in the Onkwawenna Kentsyokwa Mohawk Language Immersion Project in Six Nations. Edward was awarded a Governor General's Gold Medal for his M.Sc. in mathematics, and has been named one of the Great Minds of the University of Toronto and one of 50 top young alumni of the University of Toronto.

6. Genevieve Fox, Aboriginal Knowledge Learning Centre, Canadian Council on Learning

More information coming soon...

7. Ed Galindo, University of Idaho, National Science Foundation


Hello my name is Ed Galindo. I am a round brown native researcher that is interested in all kinds of questions. For example, questions about water quality and chemistry, questions about native diets, foods and health, questions about native education, students and success of those students, questions about teaching and learning with native and non-native students, questions about space, moon, mars, and space travelers, questions about energy and cow manure, questions about the decline in numbers of salmon and steelhead, and lastly but not least, questions about beavers (I call beaver busters!). I like to work with students groups on finding the answers to these and other questions. Students, questions and life..this is what I do, well most of the time!

8. Florence Glanfield, University of Saskatchewan


More information coming soon...


9. Barry Hannah, Sir Wilfred Laurier School Board


More information coming soon...


10. Randy Herrmann, University of Manitoba

More information coming soon...

11. Harry Lafond, Muskeg Lake First Nation

More information coming soon...

12. Jack Jones, Npissing University


Jack Jones has been passionately involved in education for the last 45 years. For the last five years, he has been the Director of the Office of Instruction and Technology Mediated Learning at Nipissing University in North Bay. Prior to that he was a professor in the Faculty of Education for sixteen years. He has also been a teacher, vice-principal, physical education consultant, a principal, and a director of two Caribbean teacher education projects funded by the Canadian International Development Agency (CIDA). He has made over 180 presentations in Canada, the United States, the Caribbean, Europe, Hong Kong, and most recently in mainland China. He shares a zest for teaching with many practical ideas supported by the research on teaching. Ultimately, Jack hopes to assist our profession in the development of evidence-based practices for all teachers.

13. Lisa Lunney, St. Francis Xavier University

Lisa Lunney taught secondary mathematics for ten years at We’koqma’q First Nation Secondary school before leaving to begin a PHD program. During her teaching career she spent several years in administration and served for many years on the Nova Scotia provincial math leaders committee. She continues to be involved in many professional development initiatives throughout Atlantic Canada. She is currently completing her doctoral studies through the University of New Brunswick. Her research focuses on developing culturally responsive mathematics education for Mi’kmaw students in Atlantic Canada. She also serves as a research assistant for a project entitled “Exploring Connections Between Academic Mathematics and Everyday Mathematics of Local Cultures (including Aboriginal Cultures)” which is a component of the Atlantic Regional CRYSTAL. As part of this initiative, she is leading a project called “Show me Your Math” which invites Aboriginal youth in Atlantic Canada to explore the informal mathematics within their own cultural community contexts. In September of 2006, Lisa joined the School of Education at St. Francis Xavier University where she teaches Secondary Math Methods and Elementary Math Methods.

14. Donald McCoy, IBM

More information coming soon...

15. Darren McKee, Saskatchewan Learning


Darren is married with three children. He graduated from College of Education with a B.Ed. with Distinction, and was valedictorian for the College of Education. Darren has completed all classes for M. Ed. and is now currently completing his Thesis. Darren has worked as classroom teacher, Principal, Superintendent and Director in First Nation Schools. He has been a presenter at both provincial and national conferences Darren is now working with Saskatchewan Learning as A/Executive Director of the First Nations and Métis Education Branch, after holding the Director and a Superintendent position. As the A/Executive Director of First Nations and Métis Education, Darren is responsible for providing support to the public education system around First Nations and Métis education. Darren has a particular interest in Indigenous perspectives as they apply to mathematics and science.

16. Tim Michel, University of British Colombia

Tim Michel is a member of the Secwepemc tribe and has been the UBC Aboriginal Science Coordinator since 2002. He has an undergraduate degree in Computer Sciences from UBC and has a Masters in Distance and Education from Athabasca University. He would like to see more practical theoretical work in science education that takes in to consideration the complex webs of Aboriginal identity and experiences in the development of programs, services, and curriculum for Aboriginal people.

17. Corinne Mount Pleasant-Jetté, Mount Pleasant Educational Services Inc.

Corinne is the President of MPES Inc. She is a retired Assistant Professor of Engineering and Computer Science from Concordia University where she taught technical writing and professional communication from 1979 to 2006. A status Indian from the Tuscarora Nation, she has conducted research and written extensively on Aboriginal issues for over 25 years. Much of her work and research has focused on the development of a skilled Aboriginal labour force as an essential element of economic development for self-sufficiency. In 1992, Corinne was awarded the Order of Canada for her efforts in public education on human rights and First Nations issues. In 2002, she completed an appointment by the Minister of Indian and Northern Affairs Canada, as co-Chair of the Minister’s National Working Group on First Nations Education. In 1993, Corinne founded the Native Access to Engineering Programme (NAEP) at Concordia University. MPES Inc. now continues NAEP’s work from the Mohawk Territory of Kahnawà:ke.

18. Tod Shockey, University of Maine


Tod Shockey is an assistant professor in the Department of Mathematics and Statistics at the University of Maine. He focuses his scholarly interests in ethnomathematics particular toward understanding and improving mathematics education for Native American and First Nation Peoples. Shockey’s past includes teaching secondary mathematics in a variety of settings across the US. More recently he is the co-editor of the Journal of Mathematics and Culture sponsored by the North American Study Group on Ethnomathematics.

19. Margie Skidders, Ahkwesahsne Mohawk Board of Education

More information coming soon...

20. William Thompson, Red River College


William is an instructor at Red River College in Winnipeg, MB where he teaches Math and Sciences for Aboriginal students entering the Trades. He has been teaching for 17 years and has a B.Ed. degree from the University of Brandon, and a Certificate in Adult Education for Industrial Arts. William has many years of experience working in the construction industry. William has helped our students design and build snowshoes, bridges, aircars, various electrical circuits, and traditional drums.

21. Dawn Wiseman, Mount Pleasant Educational Services Inc.

Dawn Wiseman is the Creative Director of MPES Inc. She holds a Bachelor of Engineering in Building Studies and a Master of Arts in Media Studies, both from Concordia University. Her MA research focused on collaborative development of science-focused electronic learning spaces for Aboriginal children. One of the co-founders of REACH, a member of the Actua network of science camps, she has nearly 20 years of experience in the recruiting and promotion of pure and applied sciences as academic and career choices for young people. Dawn was involved with the NAEP from its beginnings, and was responsible for the effective day-to-day management of programme staff, initiatives and activities including curriculum and career resources, professional and preservice training of teachers, the web site, outreach activities and reporting. Her current research interest is effective transfer of meaning and understanding between the math and science classrooms. Dawn lives in Montreal with her incredibly patient partner, Paul.

Sponsors

MPES would like to thank the following organizations for their generous contributions to DreamCatching 2007.

Platinum

Gold

Silver

Bronze

With Support From

Registration Rates

General - $425 (CDN) per participant

Early bird - $375 (CDN) until January 15, 2007. Please note, to be eligible for the early bird rate both your registration form and full fee must be received by January 15, 2007.

Pre-conference Institutes only - $100 (CDN)

Education students - $150 (CDN). Registration will be waived for students participating in the lesson plan poster session.

Registration includes all conference activities, materials and meals and snacks as indicated on the preliminary schedule. For those attending the whole event, one pre-event institute is include in your registration fee.

Registrations may be made by cheque, money order, or PO. We are sorry but we are unable to process credit card payment.

Please make cheques payable to Mount Pleasant Educational Services Inc.

Registrations are not complete until both your registration form and fee are received. To ensure your preference of workshops please provide payment as soon as possible.

Refund policy:

Refunds, less a $50 administrative fee, will be issued to cancellations received in writing up to March 31, 2007. Registration fees are non-refundable after March 31, 2007.

Registration

Registration is as easy as filling in the online form. If you prefer, you may print the PDF version of the form, fill it out and either fax or mail it to us with your registration fee.

Mail to:

or Fax to:

Online registration: [Student Registration] [Teacher Registration]

For security reasons, our server will accept only only ONE submission from the same computer every 2 hours. If you are submitting multiple registrations, we apologize for the inconvenience. Please be patient, or consider downloading the PDF registration (below) and faxing it to 514-469-0763.

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Download registration forms: [Student form ] [Teacher form ]

Student Registration

Teacher Registration

What people say about DreamCatching

Comments from previous workshop evaluations.

• It made me want to be a better teacher. -2005
• Relevant, engaging, practical, inspiring. -2005
• Dollars well-spent on student outcomes here. -2005
• I am 56 years old. I have been teaching for thirty one years and yet I have learned so much. I really believe that I will be able to take back what I have learned and use it in my job. I have a greater respect for traditional learning and I hope that this type of meeting will happen more frequently. -2003
• Thank you for an amazing opportunity to be surrounded by such goodness for two days, was well worth it. -2000
• DreamCatching was very well organized and it sets a standard that others should follow. -2001
• DreamCatching was very well organized and it sets a standard that others should follow. -2001
• Were you trained as teachers before being engineers? Because you seem to have a realistic grasp on what it is us teachers are facing! -2001
• New energy, new ideas. I remembered old ideas I’d put away for too long. -2005
• Really integrated culturally relevant materials and instruction with mathematics it was excellent. -2001
• I suffer math anxiety myself. It was enlightening to learn I can do math and teach math. -2005
• I felt very welcomed here and felt like I was needed. -2000 I learned a lot about my teaching methods. -2000
• At several moments I was moved to the verge of tears. The honesty and trust and openness that presenters modeled was exemplary and inspiring. -2005
• Secondary science was an excellent example of what we can do without labs or fancy equipment. Integrating Indigenous knowledge was lots of fun and it opened my eyes to other ways of teaching/ evaluating science. -2003
• I appreciate the opportunity to attend DreamCatchering, it is one of the highlights of my year. -2003
• [Presenters] were very knowledgeable and respectful of Aboriginal world views. -2005
• The elders interventions each morning really helped us all to focus. -2003
• It made me want to be a better teacher. -2005
• New ideas with lots of examples that gave me good information on how to bring Aboriginal content and context into my teaching/learning. -2003
• The on-line learning applications will allow my students to leap frog prior learning limits. -2005
• It was a great experience! The networking and sharing of experiences for me was invaluable. -2000
• I learned a lot about the importance of interactive learning/teaching in the class room. -2005
• I came to DreamCatching not knowing what to expect. I found great openness among delegates and presenters and a wealth of human resources that I hope to maintain contact with. I found support for what we are doing and ideas for new projects. -2003
• Active participation was a part of each presentation and strategies as applied to the class room were emphasized. -2005
• I learned a lot about my teaching methods. -2000
• Workshops demonstrated a direct link between Aboriginal/contemporary science and math. -2005
• Absolutely fabulous learning experience in a warm, friendly and family-like environment. -2005
• Thank you, thank you, thank you for being accessible and affordable and for all the wonderful resources. -2001
• I’m so glad I came. -2005

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