Allie Dumas Teaching Portfolio
Kindergarten through 12th Grade Teaching Experiences
Students examine preserved scientific specimens through microscopes. I believe it is important for all students to have the opportunity to interact with equipment such as microscopes. From this activity, I learned how important access to this equipment can be for students to see themselves as scientists.
Students get an up close look at the critters that live in their creek and discuss what critters help keep their streams clean. As a teacher I work to ensure students feel confident about exploring their local creeks. I learned lessons such as this can help students face their fears about bugs and spark further interest about what the insects are.
Students learned about the catch and release process of benthic macroinvertebrates. In the Cumberland River Compact Creek Critters program I worked to teach students about the ways we test streams for pollution. I learned through this activity students are encouraged to become advocates of their communities and take a moment to see what they have in their waterways.
Students discussed the importance of leaning into discomfort when crossing the suspension bridge. As an educator I work to ensure students reach outside of their comfort zones and grow. I have learned that there are many ways to assess a students comfort level and introducing them to the suspension bridge can really help them feel confident in the future.
Students discuss the importance of representing all possible cultures when entering the community garden. I strive to honor all cultures and help students share their own cultures with each other through setting up intentional community experiences. I have learned that the garden is a great place to do this because each and every one of us has a story to tell about our experiences with food.
Student's in the school overnight program get a chance to taste food in the community garden. As a teacher I believe it is important that all have the opportunity to taste what nature can provide. I have learned experiences like this can push students to lean into discomfort and share more about their experiences with food.
Team Bog worked together to fit all members on the element and stay balanced. I believe a strong community can help promote teamwork and create a brave space of all students. I learned activities such as "Whale Watch" can help to assess the strength of the community on the first day and adjust future lessons as necessary.
Students discuss the garden ecosystem and how they are related to it, recording answers in their journals. As an educator, I find it very important for students to understand their impact on surrounding communities. Through this lesson, I learned how students see their relationship to other ecosystems and way I can encourage them to protect it.
Team Ravine collected leaf litter from the trail to spread on the garden beds for winter warmth. I believe it is invaluable to include a fun activity while learning about our ecosystems. From this activity I have found students show more engagement when they are enjoying what they learn.
Student learn the stories food can hold while sharing their favorite foods to each and make community bread together. As an educator I believe it is important for each student to have a chance to cook communally. Through this lesson, I learned a lot about students' connection to cooking and their identity as it related to food.
Students are introduced to their community agreement, a living document where they will establish their community norms. I believe establishing community norms can help to hold everyone accountable throughout the week. I learned it is important for students to play a large part in creating this agreement as they will be the ones to uphold it.
Team Bog learns about the story of the seed, discussing the role of compost in the plant's growth. I believe it is important for students to see where their food comes from and the energy it requires. I learned this activity can be a great resource for students when it comes to lessening their food waste and therefore their environmental impact.
Students learn about local cultures in the Puget Sound areas by examining baskets made by the Skagit tribe and discussing their observations. As an educator I believe it is of utmost importance everyone learns about the cultures and history that surround them. I learned the basket activity in the Great Hall can be a great place for students to connect to the stories of different cultures and share stories of their own.
Students are introduced to their schedule for the day establishing consistency outside the classroom. I believe showing students a brief schedule can help them with the transition from a formal to informal learning space. I learned that using a brief, schedule gives students just enough that they feel comfortable, but still allows you as an educator some flexibility.
A student and her family learn about what lives in their local creek and how they can work to protect it. As an educator, I believe it is important for all families to understand what lives in the creek next to them. I learned getting students to interact with their local stream can lead them to become greater advocates in the future.
Students stop for an interesting nature moment to learn about the "wooly bear."Nature moments is one of the most underutilized teaching tools. I learned this can encourage students to be more observant of their surroundings and stay engaged with the present.
Fifth graders learn about pollution and the ways in which litter can affect our waterways. As an educator, I believe it is important that all students are familiar with their local waterways. This lesson taught me a lot about how students see their local communities and what pollution means to them.
IslandWood School Overnight Program Teaching Videos
In this video students are introduced to their community agreement with the task and goal. This video was one of my mentor observations that worked to assess how I conveyed the word community to my students. I learned a circle table can be useful for students to speak to peers in their community instead of at me. I also learned the value in scaffolding activities that end in the create of a community agreement.
In this video I worked to determine the students' levels of understand of the terms abiotic and biotic. In this four corners activity, students have a facilitated discussion about controversial biotic or abiotic items. I have learned this can help students come to a communal decision in the follow up investigation of abiotic and biotic items.
Adult Professional Development/Teaching Experiences
My peers learn about nutrient cycles and ways they can be taught to 7th and 8th grade students. I believe it is important to practice instruction in front of peers as it can help promote collaboration and analysis of our approaches. I learned a lot about how my lessons were perceived by students and adjustments I could make to ensure my instruction was coming across the way I wanted it to.
Local Nashville residents learn about the Cumberland River Compact and its mission to keeping the Cumberland River clean. As an advocate for my community I felt it was important to show students as well as adults how they can support our local waterways. I learned even adults who know about their local waterways benefit from access to new resources and ways to advocate for their communities.
In this video I present information to the local community and my peers about the importance of integrating science and art as well as teaching students about invasive, nonnative, and native plant species. My peers and I worked to create invasive plant lessons that were accessible to students including team building activities and paper making. I learned this activity not only builds awareness, but gives students an opportunity to work with other communities and build relationships with a common goal.
Adults working and living communally for a conservation corps learned about the importance of community and establishing norms. Working together to set boundaries and expectations I helped to facilitate the creation of the community agreements shown above and below. Members discussed things they brought to the community from their prior experiences, what they needed from the community while being a part of it, and what they were looking forward to as a part of their engagement. They also discussed different ways to hold each other accountable should someone fail to abide by the boundaries set by the group.
