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Activities Schedule: Interviews begin during Fall 2003

Fall 2003 - April 2004: Submit application
May: Select FGCU students & Seminole participants.
Assign readings.
June: Recruit Seminole elementary students.
July 13, 14, 15th: Training and orientation.
July 19-23 & 26-30: Classes

Teaching Hammock Sessions.
Monday through Friday 8:30 to 2:30

Celebration Day, Final Friday, July 30th:

End of program celebration, community display, luncheon and evaluation.

Activities Descriptions

Workshop One at FGCU
• Training aides and students in peer mentoring
• Classroom Management

Workshop Two at FGCU

• Language experience training

Workshop Three
• Visit reservation for cultural training

• Goal Setting
• Planning of Lessons
• Matching of Partners

Teaching Hammock

The first day children are introduced to teachers, divided into groups that have two teachers assigned daily, and discuss goals for the two weeks.

The first cultural speaker gives a talk on his/her area of expertise. For instance, a chickee builder will explain about materials needed, how to determine what to get, how much, and where. The class observes a chickee nearby and learns about the process. Student teachers have activities ready for students, such as counting and measuring to build a math word problem and writing down the process. Students may write a story and create pictures or a puppet show about chickee building. Student may also research chickees at the library, write a book about the subject, or create a bilingual dictionary (English and Creek or Muskogee) of the words used in the discussion. Students file their material in a portfolio. They read stories to each other or help each other with math.

Celebration Day
Atudents make displays of their activities and lessons. Parents visit each classroom and engage the students in discussions regarding their work. A bar-b-que dinner is served to all. Prizes are given.

Students, parents, staff, and teachers assess student accomplishments. Teachers evaluate journals and make selected pages available for assessment by the advisors. Children are assessed to see if their self-esteem has been elevated through the experience. Measures for completing specific skills are assessed according to public school guidelines. A report is sent to the granting institution. A report is prepared for the Tribe and Program Advisors.

Content developed by Susan Stans, PhD. Updated August, 2003
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Top of Page	Activities Schedule: Interviews begin during Fall 2003 Fall 2003 - April 2004: Submit application May: Select FGCU students & Seminole participants. Assign readings. June: Recruit Seminole elementary students. July 13, 14, 15th: Training and orientation. July 19-23 & 26-30: Classes Teaching Hammock Sessions. Monday through Friday 8:30 to 2:30 Celebration Day, Final Friday, July 30th: End of program celebration, community display, luncheon and evaluation. Activities Descriptions Workshop One at FGCU • Training aides and students in peer mentoring • Classroom Management Workshop Two at FGCU • Language experience training Workshop Three • Visit reservation for cultural training • Goal Setting • Planning of Lessons • Matching of Partners Teaching Hammock The first day children are introduced to teachers, divided into groups that have two teachers assigned daily, and discuss goals for the two weeks. The first cultural speaker gives a talk on his/her area of expertise. For instance, a chickee builder will explain about materials needed, how to determine what to get, how much, and where. The class observes a chickee nearby and learns about the process. Student teachers have activities ready for students, such as counting and measuring to build a math word problem and writing down the process. Students may write a story and create pictures or a puppet show about chickee building. Student may also research chickees at the library, write a book about the subject, or create a bilingual dictionary (English and Creek or Muskogee) of the words used in the discussion. Students file their material in a portfolio. They read stories to each other or help each other with math. Celebration Day Atudents make displays of their activities and lessons. Parents visit each classroom and engage the students in discussions regarding their work. A bar-b-que dinner is served to all. Prizes are given. Students, parents, staff, and teachers assess student accomplishments. Teachers evaluate journals and make selected pages available for assessment by the advisors. Children are assessed to see if their self-esteem has been elevated through the experience. Measures for completing specific skills are assessed according to public school guidelines. A report is sent to the granting institution. A report is prepared for the Tribe and Program Advisors.