COVA Reflection & Application
When I first entered the MED program at Lamar University, I didn't grasp the essence of authentic learning. But right from the initial assignment, we were introduced to choice, ownership, and voice (COVA). It completely caught me off guard—I wasn't sure what it was or what was happening. Reflecting on it now, I can't imagine returning to my old ways of learning or teaching. Throughout the Applied Digital Learning (ADL) program, the incorporation of COVA, combined with authentic learning experiences, has been transformative. This, along with creating significant learning environments (CSLE), has made for a truly engaging and dynamic educational journey.
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I felt overwhelmed by assignments with no specific instructions, and being given the freedom to make mistakes and create something in my own way. I had the freedom to choose project topics, direct my own learning and express my own ideas. This was scary to say the least! The instructors didn’t impose strict guidelines on us. Instead, they offered options and told us to make it our own. It was more of a “figure it out yourself” approach, and I was definitely NOT used to that. My previous education followed a factory model: assignments, rules, check the boxes, get an A. This was what I was comfortable with and good at. Transitioning to the COVA approach was an eye-opening experience. I felt unprepared and had to shift my mindset from being a passive recipient of knowledge in a sit and get method to an active participant. Embracing uncertainty was exciting because it allowed me to see what I could really do. As I got used to the COVA model, I began to understand its true meaning and benefits. I took control of my learning and cultivated my creativity, rather than being confined to a structured environment. During this process, I sought guidance from instructors and peer groups, gradually building confidence in directing my own learning.
Adjusting to the COVA approach takes patience and persistence. I had to become comfortable with self-directed learning, reflecting on my progress, and continuously improving in every course. Knowing what I know now, if I could start the program over, I would embrace the change earlier, take more risks, and engage more deeply with peers and mentors from the beginning. This way it wouldn’t take me so long to realize how impactful this approach would become. Initially, I wasn’t sure how it would benefit my students, but as I progressed through the program, I began to see the value. Over the past 10 months of using and embracing the COVA process, I’ve come to understand how important it is to provide the same opportunities to my students and fellow educators. I want to give them the opportunity to get the same experience and learning that I’ve gained from this program.
Image created by Rose Rayner using Microsoft Copilot
created by Rose Rayner using Microsoft Copilot
Image created by Rose Rayner using Microsoft Copilot
Leading organizational change is central to the ADL program. By developing effective, active, collaborative, and ongoing professional learning, I now have the capability to guide others in creating their own significant learning environments by embracing COVA and a rotational blended learning model in their classrooms. By organizing dynamic professional learning meetings, I can foster those significant learning environments for my fellow teachers, too.
In my initial courses, 5303 and 5305, we focused on creating ePortfolios and developing Innovation Plans These courses gave me ownership of my ePortfolio and the freedom to choose my innovation plan topic. To be honest, I initially created my innovation plan just to meet program requirements, with no intention of implementing or introducing it to my district. As I progressed, I realized how much I could positively impact my students' education and support my fellow educators if I embraced and piloted the program in my district.
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Introducing the COVA approach requires preparation for both learners and colleagues. I will begin by organizing workshops and training sessions that familiarize my colleagues with the principles of COVA and the benefits of creating a significant learning environment. Learners will be guided on approaching a blended learning environment with a rotation model and a growth mindset geared towards fostering autonomy and self-directed learning. I’ll shift the focus from traditional teaching methods to roles that support and mentor students rather than direct them. In my workshops and training sessions, I’ll treat my colleagues as students, having them participate in a blended learning rotational model just like I would with my students. They will rotate and experience the same environment I hope they’ll create in their classrooms. This includes allowing teachers to choose projects aligning with their interests, providing leadership opportunities, and encouraging authentic contributions that reflect their unique perspectives.
Taking control of my own voice was extremely challenging, especially as my audience shifted from instructors and academic peers to organizational stakeholders within my district. But this challenge also provided an opportunity to create messages that addressed the actual needs within our districts, making my innovation plan more impactful and relevant. It became real and easier to present to my administration when I had the data to support piloting my plan.
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Through this program, I've gained a confidence I didn't realize I was missing. My perspectives on many aspects of education have shifted, and I've developed a new outlook on teaching and learning. The COVA and CSLE approach align closely with my learning philosophy. I always needed to understand the why behind everything and perform tasks myself before truly learning and remembering them. I would have had an easier time in school understanding and grasping math concepts if my teachers had created significant learning environments using the COVA approach and a blended learning rotational model. This hands-on experience would have allowed me to learn from the start, instead of struggling with certain concepts for days.
I firmly believe that the best way to offer my learners choice, ownership, and voice through authentic assignments is by integrating a digital community into my blended learning units. This approach will encourage learning from others and collaboration to solve problems and understand the content we are covering in class. I will make the learning authentic and driven by my students' inquiries, having them participate in activities independently and figure things out through trial and error. They will be able to reflect on their performance and research strategies for future success.
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My students need the freedom to explore while receiving information that feels authentic and relevant to their lives and future. I will utilize Google Classroom as a digital community where students can help each other understand content, share their knowledge, personal experiences, research, and questions. This will make learning authentic and meaningful.
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Given the TEKS and standards, the COVA approach will enable my students to learn the necessary content in ways that suit them. They will have the option to work together or independently on projects of their choice. By experiencing active learning, they can discover what works best for their learning style and how to collaborate and share ideas.
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How will you prepare your learners and colleagues for the COVA approach and CSLE?
I will prepare my fourth graders by defining and instilling a growth mindset from the very beginning. And what better way to do that than leading by example? I’ll incorporate teamwork and encourage accountable collaboration and conversations. I always remind them they are capable of anything, but that their learning is in their own hands. It’s not my responsibility to make them learn; it’s theirs.
As for my colleagues, I continuously share my ePortfolio, Literature Review, articles and books about creating CSLE and implementing blended rotational models. The more information and results I show, the better, because I'm trying to get them on board with my initiative. They need to see its effectiveness and value for both their students and themselves.
What are some challenges that you will face in using the COVA approach and CSLE?
The biggest challenge I’ve faced so far is balancing my responsibilities as a teacher with implementing the COVA approach in the classroom. It’s tough to find the time to meet all the requirements and TEKS while also giving my students choice, ownership, and authentic learning opportunities. Many of the requirements set by my administrators don’t align with the COVA model, making it even harder to create significant learning experiences.
Another major challenge in education today is the lack of intrinsic motivation among students. They often show negativity toward tasks, even those related to their interests. This attitude at such a young age makes it hard for them to take ownership of their learning. I have to remind myself to continue creating significant learning experiences and providing my students with COVA opportunities. I hope they will eventually see how enjoyable learning can be if they give it a chance.
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Embracing the COVA approach and CSLE has significantly expanded my learning philosophy and growth mindset. These approaches have greatly influenced my educational philosophy. I am now prepared to initiate change within my educational organization and eagerly anticipate encouraging more educators to adopt the COVA principles while implementing a blended learning rotational model.
As I continue transforming my organization and implementing my innovation plan for a blended learning environment with a rotational model, I will rely on the principles of CSLE and COVA to achieve my goals. When facing inevitable resistance to the growth mindset, I can refer to my ePortfolio. It will also serve as a valuable resource to demonstrate the benefits of the CSLE and COVA approaches to my colleagues. My ePortfolio has become an invaluable asset, proving that I am genuinely practicing what I preach.
References:
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Fink, L. D. (2003). Creating Significant Learning Experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.
Harapnuik, D. (2017) CSLE+COVA. http://www.harapnuik.org/?page_id=6988