Education Wizard

Facilitator: Thomas McCormack © 1996 (Revised 2008)

This teacher training demonstrates how ethnic cultural stories and music unleash the will to learn in students. During this in-service, there is a window where teachers experience remarkable teaching tools. They become acquainted with McCormack's Synergistic Intelligence Learning Model © 2001. A Professional Development resource sheet along with a Synergistic Intelligence teachers map is provided. A summary with a question and answer period is at the close. Format: 90-120 minute intensive, three hour interactive in-service, or four hour indepth experiential presentation.

In-Service Benefits:
Teachers learn the configuration of Mr. McCormack's Synergistic Intelligence Learning Model through experiencing it.
Teachers learn how to implement this model in the classroom.
Teachers discover cultural comprehension criteria for their students.
Teachers experience how to assess the Synergistic Intelligence Learning Model for their students.

References:
"Your K-12 in-service for our teachers was the highest critiqued training ever presented for our school district"
Margaret Beyer (Project Manager) via Mary Jane Burke (Deputy Superintendent) - Marin County Office of Education - San Rafael, California

For teacher in-services, Thomas has multiple-booking rates.

Facilitator: Tom McCormack (c) 2009

How do teachers use story effectively to awaken the will to learn in students? How can story power engage and hold the attention of the entire class? Tom will demonstrate how teacher's can integrate story cosmology into their lesson plans to teach the most challenging subjects. Story is an art that teachers can learn and embrace. Regardless of a teacher's personality, each educator has a gift through their own style of storytelling.  

 How do teacher's pass on storytelling excitement to their students?  Tom will demonstrate different Telling styles and diverse applications. When does an educator use spoken word, narrative, or theatrical storytelling to enhance specific classroom teaching strategies? How can teachers expand the scope of story to incorporate cultural diversity? How can teacher's use story effectively to reach difficult students? The cycles of story comprehension is a science! By applying the contagious spread of story, the entire class will discover the organic process of learning - and not grow up to be virtual cyber addicts. A summary with a question and answer period is at the close. A teacher story resource sheet is included. (two hour intensive In-service)  

Facilitator: Thomas McCormack © 2008

(For Junior-High and High School Students)

This Education Wizard provides global cultural objects and applies storytelling skills to awaken the will to learn in students. He introduces an assortment of ethnic cultural tools that challenge teens so they become excellent story-makers... and story performers.

The 7-8th graders are given more windows during the program to explore and practice this process. The 9th-12th graders will assemble story from a dizzying array of prompts ranging from essential oil on pads, to relevant information written down on pieces of paper, to specific objects that creatively help their story-building. McCormack quickly demonstrates these imaginative exercises from the beginning to the end. A summary with a question and answer period is at the close. The class has the option to do this synergistic learning process in small cluster groups (IE- the student groups are selected by the teacher and not putting them into comfortable friend pods... or the students can do this process individually). Ideally this program is presented in three classes over three consecutive days. The runtime is 50-120 minutes per class. (up-grade and down-grade Teachers are welcome to observe this class)

References:
"The characters in your stories came alive and were very distinct and complete. We enjoyed the choice and use of props. You gave a very thorough picture of the resources of a storyteller"
Bakersfield High-School, Bakersfield, California (Summer Arts Experience)

For youth workshops, multiple-booking rates apply.

Facilitator: Thomas McCormack © 1995 (Revised 2008)

There are effective learning tools to teach Native enrichment in the classroom. This presentation deepens our understanding of Native American songs, stories, dances, music and art. McCormack will explore the inter-tribal relationship of indigenous people, as well as distinct differences. Thomas will interpret ancestral symbols and how indigenous ways are to survive and evolve in contemporary society. A lively mix of group discussion will strip away Native stereotypes and misinformation. McCormack will express medicine power by playing cedar flute music, clapper-stick, rattle, storytelling, traditional song and drumming. An examination of Native cosmology will ensue and bring forth clarity. How do teachers incorporate indigenous culture into their classroom environment? We'll explore how the Medicine Wheel relates to education. Participants discover insight into indigenous practices and way of life. You might even find you have Native blood from your ancestors. (one-third of this country is part Native American from the 550 tribes in North America and many people don't even know it!)

Teachers appreciate the effective bridging process Thomas provides to successively teach different languages. A Native American teaching and learning handout is provided, along with an indigenous resource sheet. A summary with a question and answer period is at the close.
Format: 90-120 minute intensive, three hour interactive in-service or four hour indepth experiential presentation.

In-Service Benefits:
Teachers learn how to incorporate indigenous culture into their classroom environment.
Teachers discover how the Medicine Wheel relates to classroom teaching strategies.
Participants discover insight into indigenous practices and way of life.

In-Service References:
"Your presentation storytelling was certainly a success. Participants were enthusiastically with you all the way! Having fun while learning new ideas is always a plus for teachers as well as children. The many favorable responses also confirmed the value of your presentation. I appreciate the time and effort you put into making your topic such a successful experience."
Rosalie Hutchinson (Education Specialist) Stanislaus County Office of Education ~ Modesto, California

For teacher in-services, multiple rates apply.

Facilitator: Thomas McCormack © 1995 (Revised 2008)

(For Junior-High and High School Students)
McCormack utilizes different wellness intervention tools and applies them to substance abuse issues. Thomas demonstrates ways to bridge cultural communication and bring deeper understanding. Tom share's the configuration of his "Crisis Prevention Through Youth Intervention" model. He has presented this program at national and international education conferences. How does this dynamic model work? The group explores the mechanics of this prevention schematic and how to implement it.

Since 1973, Mr. McCormack's investigative research inspired his development of Triadigm methods creating new directions in the prevention field. Thomas shares modalities that remove identified barriers for At-Risk youth. There is an inquiry window for group discussion to address specific "worse case scenarios".

Aside from "his agenda", McCormack conveys to teen's the best resources he has gathered from youth conferences the past 25 years.
He targets teen needs and provides them with synergistic solutions. He wraps up this workshop by offering a glimpse into his prevention dream model. A summary with a question and answer period is at the close. A teen resource sheet is provided, along with a copy of the Crisis Prevention Through Youth Intervention Model. 

Format: 90-120 minute intensive, three hour interactive in-service or four hour indepth experiential presentation. (Teachers are welcome to observe this class)

Workshop Objectives:
1.) Participants learn specific diversion and redirection methods for prevention issues.
2.) Participants learn how to implement these tools for individual and group applications.
3.) Participants learn how to integrate this model into their teen life style.
4.) Participants experience this model and discover ways to multiply the results.
5.) Participants discover how to apply the results beyond their individual reality.

References:
Mr. McCormack's Substance Abuse Prevention Programs are endorsed by John Lennsen, the Director of the Oregon Department of Education's Substance Abuse Prevention Division

"Enclosed are the incredible critiques from your substance abuse prevention workshop's. All the participants checked off excellent and wrote wonderful remarks about your presentations"
Anita Chisholm (Executive Director) National Native American Prevention Conference ~ Tacoma, Washington
American-Indian Institute (University of Oklahoma) ~ Oklahoma City, Oklahoma

For Teen Substance Abuse Prevention Programs multiple-booking rates apply.

EducationWizard's fee's are negotiable and subject to the number of presentations.

Facilitator: Thomas McCormack © 2007 (Revised 2008)

Discover ways to multiply comprehension and memory abilities by applying ethnic cultural tools. Story dynamics helps this process. Current multiple-intelligence models are out-moded paradigms. McCormack offers a solution. His approach utilizes the synergistic application of brain - mind exercises, heart intuitive comprehension, Emotional Intelligence (E.I.), tactile - experiential learning, and the depths of DNA memory. Thomas shows how to engage and multiply this process through pragmatic dream cosmology. McCormack has developed this program through 30 years of investigative research and application. A summary with a question and answer period is at the close. A Dream Learning schematic is provided along with a resource sheet. Skeptics and cynics are welcome to attend.

In-Service Benefits:

1. Teachers learn the dynamics and process of Dream Learning.
2. Teachers learn how to implement this progressive education tool.
3. Teachers learn different ways to assess the results in their students from this dream learning model.

Biography:
Since 1988 this Education Wizard has performed theatrical stories and music internationally. He is a featured speaker at Education and Health Conferences on the power of dreams to transform reality. He is also an interpretive specialist regarding cultural diversity issues and practices. McCormack's resume and biography is posted online at www.healthwizard.org and www.wisdomkeeper.us

Facilitator: Thomas McCormack © 2008

What are dreams?  McCormack will share effective ways to open up ones dream-life, purify it and utilize this dynamic tool for positive change! Dreams are the essence of Psyche (soul) which reveal fascinating mysteries and deeper truths. Whether your interest in dreaming is curiosity or practical application this upbeat workshop inspires investigation. The interpretive keys to translate dreams will be demonstrated and shared through informal circle-work. There are practical ways to convert dreams into reality. (I term this scientific synthesis – dreamality)

Daydreaming contrast and nocturnal dream experiences will be explored. 

Workshop Objectives:

1. Participants learn the modus operandi and the synchronicity cycle of dreams.
2. Participants learn how to open up, purify, interpret and apply dreams.
3. Participants discover positive tools to help enhance ones dream life.
4. Participants learn how to implement dream tools to acheive success.
5. Participants learn how to evaluate dream synthesis and assess the results.

The last half hour focuses on individual dream intepretation with a question and answer period. An experiental dream map is provided to guide participants in their noctural exploration. 

Biography:

Since 1973, Thomas has inspired dreamspeaking as a powerful self healing tool to transform reality. He is a featured presenter at health and education conferences on the power of dreams to create new realities. He is an interpretive specialist regarding cultural diversity issues and practices. 

Arts Educator: Thomas McCormack © 2001 (Revised 2008)

As an artist in residence, Thomas inspires youth through the joy of performance so they transcend cultural boundaries. This helps students understand the universal relationship of indigenous people. Mr. McCormack motivates the class to learn and express Native American stories at a place where reality meets the dream world.

Residency Description:

Thomas introduces youth to discover the Native American life pattern and the cross-cultural indigenous links. Students select a Native American legend to learn and eventually present. An option is for teachers to put students in small cluster-groups as they work cooperatively to learn and perform one Native story (like a skit or in a theater format). There is a series of classroom exercises with indigenous cultural objects (IE- applying essential oils from sage, sweetgrass, or cedar on pads as a sensorial tool). The students experience how the atmosphere and feelings helps them learn their tale and enhance their ability to present it!

Thomas demonstrates keys that help students determine what to edit, what to leave in and what to add to their story. The class critique segment provides a window for students to explain what changes they made in their story and why. Students practice their presentation skills in small cluster groups and then perform their tale to the entire class. The students who excel present their Native stories to the upper grades and the rest of the class present's their tales to the lower grades. After this process, the best students will perform during an all school assembly (at the conclusion of the residency). If the Gifted and Talented students handle this first project well, they are given advanced exercises to create an original Native story and present it.

Here is another AIE residency program available for the 4-7th graders. McCormack has students research, write, and present Pioneer Trail history with balanced Native American and pioneer perspectives. The 8-10th graders research, write and present pioneer history of the trail strictly through the eyes of Native American people. Mr. McCormack help's them with the story building sequence process and provide presentation skills. The Oregon, Applegate and California Trails are the focus of this residency.

The 11th and 12th graders rewrite Pioneer and Native American history! If acculturation, assimulation and exploitation of Native people did not occur.
If a harmonious relationship was established and nurtured between Native American's and the Pioneers, what would contemporary America be like today? (students examine and gain an understanding of indigenous circle dynamics for group empowerment) What far reaching global impact would this have on international indigenous cultures during this millenium? (this progressive offering is adapted and available for 7-9th graders as well)
A Native and Pioneer story building map is provided students and a resource sheet. This residency is available in a one week and ideally two week program. The fee is negotiable depending on travel distance, lodging and meal arrangements (or reimbursement of those expenses).

Residency Requirements:
Digital Video Recorder and a quality digital camera with memory card. An adult volunteer (or school staff) is required to record video footage.
A volunteer will photograph the student works in progress and document the final all school assembly performance. A music room or multipurpose room is preferred, but story master is flexible working with the facilities available.

Teacher In-Service Opportunity:
Storytelling Through The Natural World: Integrating Native American Perspectives into Your Classroom Teaching Strategies and Learning Environment. Other workshops and community performances are available on request.

For other curriculum tools go to teacherzones.com