Amber and Madison begin the year by encouraging their students to reflect on their own potential to make a difference. In the first unit, for example, students consider their personal impact on the world and ask what might happen if water sources are not protected. This early framing lays the groundwork for imagining preferred futures, a core principle of their pedagogy. The teachers help to develop research skills (formulating questions, gathering information), communication skills (articulating ideas, presenting), collaboration skills, creative thinking and problem-solving (designing models, generating solutions), planning and organization skills, and metacognitive skills through reflection and debriefing, which opened space for students to envision future possibilities and sustainable alternatives grounded in their lived experiences.

The learning does not end with the event. Through structured debriefs, Amber and Madison facilitate student reflection on what went well and what could be improved, an approach that nurtures legacy thinking. Students’ non-fiction books remain in the classroom for future cohorts, and the water celebration sets a precedent for future student-led exhibitions. By documenting their learning and understanding their role in a larger educational continuum, students begin to see themselves not just as learners but as contributors to ongoing sustainability efforts.

Through co-teaching, Amber and Madison create a dynamic environment where sustainability is not an abstract goal but a lived practice. Their pedagogy activates the full arc of action-oriented learning supporting students to envision better futures, collaboratively plan and take action, and contribute to a shared legacy. The classroom becomes a site where futures are collectively imagined and enacted.