We don’t just teach content—we shape a love for learning that lasts a lifetime.” —Angela María Ríos
Working on this group project was more than just completing an assignment it was a meaningful experience that challenged and inspired us to go beyond what was required. From the beginning, there was a strong sense of motivation and teamwork. We didn’t simply divide the tasks; we actively collaborated, shared perspectives, and helped each other improve. This level of engagement made the process not only productive, but also truly rewarding.
What I Learned
One of the most valuable lessons I gained from this experience was the power of collective thinking. Each member brought unique strengths, and together we created a project that reflected creativity, research, and educational vision. I also learned the importance of flexible leadership being able to step up when needed, and also to step back and support others. This mutual respect allowed the group to function smoothly, even when schedules and opinions varied.
Additionally, I deepened my understanding of how important it is to align learning outcomes with student needs and to intentionally design learning environments that encourage exploration and engagement. The UbD (Understanding by Design) framework reminded me that teaching is not just about delivering content it’s about designing meaningful learning experiences (Wiggins & McTighe, 2005).
How I Can Apply This in My Practice
As a kindergarten teacher, I have the honor of guiding students at the very beginning of their learning journey. This stage is crucial because it shapes how they see school, learning, and themselves. Through this group project, I was reminded that we, as teachers, have the power to transform the way we teach not just by adding technology or changing schedules, but by creating environments where students feel excited to learn and safe to explore.
This means designing classroom experiences that are intentional, personalized, and student-centered. I can apply what I learned by incorporating more open-ended projects, using flexible grouping, and making space for curiosity and voice. Even in early childhood education, we can help children become active participants in their learning, not just passive receivers.
Final Reflection
This project showed me that meaningful change in education begins with us the educators. It starts with how we design our lessons, how we collaborate with others, and how we believe in our students’ potential. I want my kindergarteners to fall in love with learning, to feel that their ideas matter, and to know that school is a place for wonder and growth.
By continuing to reflect, collaborate, and innovate, I believe we can build classrooms that are not only effective but inspiring.
References:
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. National Academy Press.
Brown, J. S., & Thomas, D. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. CreateSpace Independent Publishing Platform.
Fullan, M. (2014). The principal: Three keys to maximizing impact. Jossey-Bass.
Harapnuik, D. (2023). Creating significant learning environments. https://www.harapnuik.org
Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). ASCD.