EDLD 5313 & My Growth: Wix Buttons, The BHAG, UbD, and Growth Mindset Journey

Looking back on this semester in EDLD 5313, I can't help but reflect on how much I’ve grown—both in terms of the course content and personally. When I first started, I was excited but a bit uncertain about what to expect. Over the weeks, I’ve discovered the importance of collaboration and how much I’ve learned from connecting with my classmates. I collaborated with my classmates in a GroupMe and we shared assignments and asked for feedback. Together with Adaliz Barroso, Faith Dickey, Sonia Rodriguez and Whitney Davis, we gave each other advice and feedback on our assignments and helped each other when we were unsure. One specific moment that stands out was when Adaliz shared an insightful resource about integrating technology into the curriculum. This sparked a productive conversation among the group, which led to an adjustment in how I approached my assignments. Additionally, Faith offered feedback on one of my assignments that helped me realize I hadn’t fully considered the audience I was designing for. This feedback caused me to revisit my work and adjust my focus to better suit the learners. We’ve not only supported each other academically but emotionally as well. Whether it was sharing resources, providing feedback, or just encouraging one another, being part of a group has really enhanced my experience. I hope I’ve been able to contribute just as much as I’ve gained from them, and I look forward to continuing this journey with them through the program.

I had to redo my UBD assignment, and while I was initially uncertain about what to expect, I’m actually grateful for the opportunity to refocus my attention back to the aI had to redo my UBD assignment, and while I was initially uncertain about what to expect, I’m actually grateful for the opportunity to refocus my attention on the assignment. This rework allowed me to dive deeper into the content, applying theories I’d learned about backward design more critically. Initially, I felt frustrated by the need to revise, but as I reflected on my previous submission, I saw areas where I could clarify my goals and outcomes. For example, I had been too vague about how the assessments aligned with the learning objectives. After reworking it, I felt more confident that my assignment clearly outlined how I would assess student understanding and how that connected with the overarching learning goals. In the end, this experience not only improved the quality of my work but also reinforced my understanding of the UBD framework and how important it is to be reflective and adaptable.

What has worked for me this semester has been my ability to engage with the course material and integrate it into my assignments and reflections. I made sure to stay on top of the readings, videos, and resources. The theories we’ve explored—like those of Fink and Wiggins & McTighe—really helped shape my understanding of significant learning environments. As proud as I am of the work I’ve done, time management has been one area I’ve struggled with. Especially with creating and managing a portfolio, something I wasn’t familiar with just eight months ago. It’s been a learning curve to balance everything, and I’ve realized that I can easily get caught up in small details—like tweaking the design of slides or adjusting word choices. While those details matter, they can distract me from staying on track. Over time, though, I’ve developed strategies to manage my time better and to stay focused.

One of the things I've noticed is that each semester, I discover new “little buttons” or tools—things I hadn’t considered before—that make the learning process more efficient. These are often things I wouldn’t have thought much about earlier, but as I continue through the program, I can see how these small adjustments or new ideas have a big impact. It's these little moments of growth that add up and make the learning experience richer.

Though I haven't stepped into a leadership role within my group, I’ve made it a priority to actively participate, provide feedback, and engage with others. I’ve found that when everyone contributes to the conversation, it creates a more dynamic and supportive learning environment. I’ve aimed to make sure that my posts reflect not just my own learning, but also help others in their process. I stayed on top of course activities, ensuring I met deadlines and that my contributions were timely and thoughtful, with research to support my ideas. I also made sure to add depth to my posts, going beyond what was required to contribute to the overall discussions. In the future, I plan to take on a more active role in group leadership, using the communication and organizational skills I've developed this semester to guide discussions or support others in tackling group tasks.

This course has been an enriching experience that has deepened my understanding of what it means to create a significant learning environment. As I reflect on the semester I give myself a 94. I feel proud of my progress. I’ve learned new strategies for managing my time, deepened my knowledge of the course concepts, and made meaningful connections with my peers. Looking ahead, I’m excited to continue refining my time management skills and to take on more leadership roles within the group dynamic. I also plan to further explore the theories of significant learning environments, particularly Fink’s Taxonomy, and how I can apply these ideas to future assignments and my career. I feel more prepared to face the upcoming semesters and the challenges they bring. I’m excited to keep building on the foundation I’ve laid this semester and continue my journey toward becoming an effective educator and leader.