Mary Lugg

Teaching Practicum Reflection

Portfolio Reflection

MOSS is such as special and unique program because of the opportunity

to take graduate level coursework while teaching K-12 curriculum biweekly. The

teaching practicum was a practical extension of the Place-based Education course.

The teaching practicum provided hands-on experience with all aspects of the

teaching profession. In addition to important professional skills, teaching and

learning at MOSS helped me to develop my educational philosophy.

I value experiential learning so that students are actively engaged in the

learning process. Experiential learning actively engages students in the learning

process by being student-centered and hands-on. I value learning that is primarily

place- based to build literacy in local systems and resources. In addition to be

place-based, I value utilizing multicultural curriculum so students have the

opportunity to zoom in and out and learn from a multitude of perspectives. My

curriculum development and delivery is informed by culturally responsive

teaching to work towards achieving equity in the classroom (Howe & Lisi, 2014;

Gonzalez et al., 2012; Nieto,2013). I want my classroom to be a transformational

and inspirational space for students to pursue their dreams.

The classroom culture as MOSS aligns with several culturally responsive

teaching methods outlined by Howe & Lisi (2014). While at MOSS, there is an

equal allocation of school resources. All students are fed, sleep in similar

bunkhouses, and have access to any outdoor equipment they might need. We use

a wide variation of instructional strategies and learning styles. For example, there
are opportunities to work collaboratively and independently through out the day.

Students learn inside and outside of the classroom. The curriculum is flexible and

uses the strengths of students, especially during the formation of their final

project. The creation of the final project is entirely their project with selected

guidance from teachers. The curriculum is focused on place-based and local

education to connect students with their surroundings.

I have taught at numerous environmental education facilities before

coming to MOSS. Yet I have learned more about educational philosophy and

professional skills over this past year than ever before. Some of those skills are

developing curriculum, developing my preferred teaching style, creating my

educational philosophy, teamwork and collaboration, and leadership and group

management. I have created numerous lesson plans in which I feel confident can

be translated for the traditional classroom.

References

BEETLES (2017) Teaching with the Learning Cycle. Retrieved October 21,
2017 from http://beetlesproject.org/resource/teaching-with-the-learning-cycle/

Howe, W. & Lisi, P. (2014). Becoming a multicultural educator: Developing

awareness, gaining skills, and taking action. Los Angeles: SAGE Publications

Gonzalez, N., Moll, Luis C, & Amanti, Cathy. (2012). Funds of Knowledge
Theorizing Practices in Households, Communities, and Classrooms. Hoboken:
Taylor and Francis.

Nieto, S. (2013). Finding joy in teaching students of diverse backgrounds :

Culturally responsive and socially just practices in U.S. classrooms. Portsmouth,
NH: Heinemann.