COVA Reflection & Application
This program has been an eye-opening experience, gradually helping me see the value of choice, ownership, and voice through authentic experiences (COVA). Through project-based work, I came to see how I could shape my learning path and meaningfully express my insights. I was surprised to realize that my teaching approach had already been aligned with COVA principles, which I now intentionally incorporate to improve both my instruction and my students' experiences. Although new to a self-directed model, my commitment to a growth mindset and learner-centered environment helped me embrace the approach. This journey, supported by collaboration within my cohort, has strengthened my confidence in implementing meaningful, technology-enhanced learning aligned with COVA and Creating Significant Learning Environments (CSLE).
Image Source: It's about learning
Regarding the COVA experience, I did not have a single "aha" moment; instead, this understanding developed gradually throughout the program. Through engaging in project-based assignments, I came to recognize that I had the ability to choose my own learning path, take ownership of my educational journey, and express my knowledge and skills in ways that were meaningful to me. What truly surprised me was discovering that my teaching methods had already been aligned with the principles of COVA, even though I had not been consciously aware of it. Now, with a clearer understanding of this approach, I can intentionally design my lessons to align with the COVA model using Fink’s 3 column table, enhancing both my teaching and my students' learning experiences.
I have to admit that I initially felt completely lost. As education is not my first career, I initially felt at a disadvantage. The introduction of the COVA model heightened my apprehension about the program, as I was unaccustomed to having control over my learning. My prior experiences were rooted in competency-based education, where the focus was on mastery of specific skills, rather than outcome-based learning, which emphasizes the learner's ownership and active engagement in the learning process. Furthermore, it has been over 30 years since I was last a student, and much has changed since my first university experience. At one point, I even considered dropping out due to my anxiety and uncertainty about my abilities. I was admittedly unprepared for this challenge, but I am not someone who gives up easily. In reflecting on my experience, I often think of Carol Dweck's work on growth mindset and remind myself that I was simply not comfortable yet. This perspective helped me remain resilient and persist through the difficulties I faced.
Graphic by Nigel Holmes
To succeed, I devoted myself to the work, reading and re-reading assignments, reviewing class notes and videos, and paying close attention to the assignment details. I quickly realized that my success or failure in the program was entirely within my control, and I committed to giving it my best effort. I discovered that as long as I adhered to the assignment requirements, I could approach and present the projects in a way that made sense to me. This program has not only allowed me to take ownership of my learning but also of how I express and present my work. With the knowledge I have now, I would advise my earlier self to stop stressing and to rely more on my own strengths, particularly my inclination toward a growth mindset and grit. Additionally, I would encourage myself to engage more openly with my cohort from the start. Building a close network to share ideas, discuss assignments, and navigate challenges has proven to be incredibly beneficial to my learning experience.
It was not difficult for me to take control of my own voice and focus on my organization and the audience for my work because I was relatively new to the school and was hired to revamp the Spanish program. My voice had already been heard by the administration when I presented my vision and goals for the program. Therefore, aligning my organization as the audience for my work was a natural fit with the plans I was already developing for the students at my school. My attitude toward leading change has been further strengthened throughout the program as I have gained new knowledge and applied it within my classroom. This ongoing process of learning and implementation has reinforced my confidence in effecting meaningful change in my teaching practice.
At the start of my second year at the school, I set a clear goal: to create a blended learning environment in the Spanish classroom and incorporate tools like content gamification platforms to help build confidence in students who entered the program with a fixed mindset. In this respect, my innovation proposal is authentic, as I had already intended to implement it within my organization. Despite challenges with internet access, I have successfully established a blended learning environment, introduced a new digital curriculum, and utilized platforms such as Google Classroom and content gamification tools like Quizizz and Kahoot as part of my instructional approach.
Image Source: Photo of my classroom
By implementing my innovation proposal, my students experience the COVA model through the use of content gamification platforms. For example, students are required to complete a minimum of 15 minutes of work on Duolingo each week; however, they have the autonomy to choose when to complete the tasks, how long to engage with the platform, and which level to pursue. Students complete assessments using Quizizz, where they can determine their final grade, as the platform permits unlimited attempts to achieve their desired score. Most of my face-to-face instruction is delivered through slide presentations, while assignments are distributed via Google Classroom. The new curriculum is entirely digital, enabling students to finish their assignments and allowing them to record their voices. Furthermore, students will engage in projects that require them to apply their knowledge and exercise their creativity. This approach aligns with the principles of Creating Significant Learning Environments (CSLE), providing a blended learning experience that integrates in-person instruction with digital platforms for completing assigned tasks.
As I mentioned earlier, I consider myself relatively new to the field of education. I don’t believe I’ll feel comfortable identifying as a veteran teacher until I reach the 10-year mark. Having entered the profession through an alternative certification program rather than a traditional university education, I often feel as though I am continually trying to catch up. This is one of the reasons I pursued a master's degree in education. My learning philosophy has evolved in that I now recognize and can name the teaching philosophies I was naturally inclined to use in my classroom. Furthermore, my learning and teaching philosophies have not only expanded but also solidified, as I have come to believe even more strongly in their effectiveness for educating a new generation of students in today’s digital age.
I find myself in a unique situation as I am the sole Spanish teacher for grades 2-8 and do not have a team to collaborate with. While I do not need to prepare colleagues for the COVA approach, I must work closely with our technology teacher, who is responsible for distributing Chromebooks and addressing connectivity issues. In terms of preparing my students for the COVA approach, I will introduce it to them gradually, as they require some guidance due to their age. Notably, I have observed that even my third graders are responding positively to this approach.
I do not anticipate any significant challenges in implementing the COVA approach in the classroom. However, establishing a Creating Significant Learning Environment (CSLE) with a blended learning format has posed some connectivity issues. I work at a small private school, and my classroom is not located in the main building, which complicates internet access. Currently, there is only one access point available for four teachers and their classes, all of whom are trying to connect to the internet within that small space. The technology coordinator is working to install additional access points in the building; however, in the meantime, we must devise our own solutions to these connectivity challenges.
I entered the field of teaching with a learner's mindset, unaware that this concept is commonly referred to as a growth mindset or that perseverance is recognized as grit in academic discourse. I have consistently encouraged my students to adopt a growth mindset in my classroom to facilitate their acquisition of a new language. Often, students arrive with a defeatist attitude, convinced that they cannot learn another language. To combat this mindset, I now emphasize the term "yet." As students begin to achieve success on the learning platforms I utilize, I acknowledge their accomplishments, which contribute to the development of their self-confidence in their abilities.
Because I work in a small private school, the Spanish class does not receive as much attention since it is not considered a core subject. As a result, my course is often perceived as an elective, and its direction has largely depended on my individual efforts making it easier for me to develop a comprehensive unit within the Spanish I course using Merrill’s Principles of Instruction. This is why I am proposing a Professional Learning Course that will engage Spanish teachers across the diocese who, like me, work independently without a team. The PL Course will not only introduce a new digital curriculum for elementary students but also promote collaboration by creating networking opportunities. This will allow like-minded teachers to connect, share ideas, and provide support or serve as a sounding board for one another.
Image created with Creatly.com
However, implementing change can be challenging, particularly when the proposed changes may unintentionally conflict with Catholic teachings by introducing theological or moral messages that target children and contradict the overarching goals of Catholic education. While my requests for equipment have generally been accommodated, my appeals for access to online applications frequently encounter resistance, primarily due to Diocesan policy or insufficient personnel to unblock specific sites. Looking ahead, I have recently learned that the Diocese is increasingly inclined to restrict technology access in the classroom to prevent exposure to inappropriate content that does not align with Catholic teaching. While my efforts to establish a Creating Significant Learning Environment (CSLE) within a blended learning format have not yet been affected, I am concerned that future policies may hinder the technology-focused aspects of my teaching. As technology continues to evolve rapidly, it is essential to embrace change in the classroom. However, I am apprehensive about the current trend in Catholic schools to restrict technology use, even though I recognize the potential dangers of media targeting children with inappropriate advertisements and materials.
This journey through the program has helped me fully embrace the principles of COVA, a process that has reshaped both my personal learning approach and my teaching style. By applying project-based, self-directed learning, I’ve gained confidence in designing a blended learning environment that integrates COVA and CSLE to support my students. Despite initial challenges and the evolving landscape of technology use within Catholic education, I am committed to fostering a learner-centered, engaging classroom. My innovation proposal aligns with my broader goals, allowing students to experience authentic learning within a blended format, preparing them for the digital world while respecting the values of Catholic education. Moving forward, I’m hopeful that through continued collaboration, professional growth, and a growth mindset, I can lead meaningful, technology-enhanced learning that benefits my students and connects with the broader community of Spanish educators.
References:
Creating Significant Learning Environments (CLSE). (n.d.). [Video file]. Retrieved from https://www.youtube.com/watch?v=eZ-c7rz7eT4
Dweck, C. S. (2016). Mindset: The New Psychology of Success. Random House.
Dweck, C. (2015b, November 3). Teaching a growth mindset - Carol Dweck.
Dweck, C. (2014a, October 9). Developing a growth mindset with Carol Dweck.
Dweck, C. (2014b, December 17). The power of believing that you can improve |
Dweck, C. | Ted. YouTube. The power of believing that you can improve | Carol Dweck | TED
Fink, L. D. (2003). A self-directed guide to designing courses for significant learning.
Jossey-Bass.
Harapnuik, D., & Thibodeaux, T. (2023). COVA: Inspire Learning Through Choice, Ownership, Voice, and Authentic Experiences Harapnuik, Dwayne;
Harapnuik, D. (2017, October 31). CSLE+COVA. It's about learning: Creating
Significant Learning Environments. https://www.harapnuik.org/?page_id=6988
Harapnuik, D., & Thibodeaux, T. (2023). COVA: Inspire Learning Through Choice, Ownership, Voice, and Authentic Experiences (2nd ed.). Learner’s Mindset Publishing.
Rietig, K. (2021). Learning theory and the Personal Growth Mindset Framework in Higher Education: the power of yet and dreaming big. SSRN Electronic Journal.
TED. (2014, December 17). The power of believing that you can improve | Carol Dweck | TED [Video]. YouTube.
TED. (2013, May 9). Grit: The power of passion and perseverance | Angela Lee Duckworth [Video]. YouTube. https://youtu.be/H14bBuluwB8?si=cZMEGn0JTa5MTL7U
Thibodeaux, Tilisa. COVA: Inspire Learning Through Choice, Ownership, Voice, and Authentic Experiences (p. 1). Learner’s Mindset Publishing. Kindle Edition. (2nd ed.). Learner’s Mindset Publishing.
_edited_edited.jpg)
Commenti