COVA Reflection and Application
I first realized I had true choice, ownership, and voice when I was given the freedom to design a project that directly influenced my learning. In the past, assignments were often set with little flexibility, but this time, I was able to choose the direction and outcomes of the project. This experience gave me a sense of control over my learning that I hadn't felt before. During my first course, Disruptive Innovation in Tech; EDLD 5305, in the summer of 2024, I had the opportunity to create an assignment around a topic I was passionate about, instead of following rigid guidelines. I was encouraged to choose a project that would benefit my organization, making the assignment feel more real and relevant to my professional life. This shift allowed me to take control of my learning and create something meaningful, my innovation plan that focuses on integrating technology into the 6th grade language arts curriculum.
I was initially overwhelmed and nervous because my previous education, including my 2022 master's in educational administration from Lamar University, offered limited choice and ownership, similar to my traditional schooling. In those programs, I was told what to do with only a few options on how to do it. COVA, however, gave me real choice in both the topic and the process, using authentic methods to create meaningful learning experiences. At first, I felt both excited and anxious. While I liked having more freedom, I was unsure about handling the responsibility of managing my own project. To adjust, I researched the topic, planned carefully, and focused on a subject that could make a meaningful impact on my students and my teaching environment. I broke the project into smaller, manageable tasks to stay organized. Over time, I became more confident and comfortable taking ownership of my work.
To adjust to this approach, I created a clear plan with small, achievable goals to stay focused and organized. I consulted with my team of 6th grade reading and language arts teachers for feedback, which helped improve my project. Looking back, I realize I should have asked for their input earlier to shape the project from the start. Getting feedback sooner would have allowed me to make changes earlier on. Additionally, I should have reached out to the 7th grade teachers for vertical alignment to ensure a smoother transition for students when they leave 6th grade. I also set clear goals and a timeline for the project and sought feedback from peers and instructors to stay on track. However, I now see that being more proactive in seeking feedback earlier would have reduced some stress later in the process. I would also make more time for reflection to improve my work along the way. These reflections happened after taking Instructional Design in Online Learning EDLD 5318, where I had the opportunity to conduct a usability test and receive feedback from 6th grade reading and language arts teachers in the district.
It was challenging at first to transition from a master’s program where assignments were clear and focused on getting a grade, to this program, which encouraged me to think about my work as a contribution to my organization. The shift in mindset was tough because I had to see my work as meaningful not just for me, but for others as well. Once I adjusted, it became easier to focus on creating work that was both personally valuable and useful to my organization. I really appreciated the fact that we were able to blog about our learning experiences throughout our coursework.
At first, I was unsure about promoting change in my organization because I worried about resistance and how it would be received. However, after working with students and using more technology in the classroom post-COVID, I became excited about the possibility of change. It showed me how important it is to adapt and grow. Throughout this program, I’ve become more confident in leading change and now see that change is necessary for growth. With a clear vision and an open mind, I believe change can be embraced positively.
My innovation plan is truly authentic. I didn’t create it just to complete the coursework—I really want to make a difference in my organization. I saw the need for this plan after implementing the curriculum given by the district and identifying the challenges 6th graders had in navigating technology. These challenges highlighted a gap that I wanted to address, so I could provide better support for both students and educators. The plan addresses real needs in my educational setting, and I hope to use it to bring about meaningful changes. This isn't just an academic project for me; it's a long-term vision for improvement and growth.
The COVA approach and CSLE align very well with my learning philosophy, as I believe that learning is most effective when it’s student-centered, self-directed, and connected to real-world issues. The freedom to choose topics, take ownership of my projects, and have my voice heard in my work has made the learning experience much more meaningful. It emphasizes active engagement, which resonates deeply with my belief that learning is a process of personal growth and discovery.
My perspective on learning hasn’t changed much because I’ve always believed in creating environments where students take ownership of their learning. However, this program has reinforced my belief in giving students a voice in their learning. My learning philosophy is something I take pride in. I’ve always valued personalized, student-driven learning, and this approach has helped me see even more clearly how it leads to deeper engagement and lasting growth. My focus continues to be on helping students actively participate in their own learning.
Part B
Knowing what I know now about the COVA approach, I plan to use it to create significant learning environments in my 6th grade reading and language arts classroom because it aligns with my belief that students should be active participants in their learning. By giving students choice, ownership, and voice, I can foster an environment where they feel empowered to take charge of their educational experience. I believe this approach will not only engage students but also help them develop the critical thinking and problem-solving skills they need to succeed in the real world.
To give my 6th graders choice, ownership, and voice through authentic assignments, I will provide them with a variety of project options that align with the learning objectives but also allow for personal interests and creativity. I will encourage students to set their own goals, track their progress, and choose how they demonstrate their learning. This will help them feel more invested in the process and allow them to take ownership of their educational journey. I will ensure that the assignments are authentic and relevant to their lives, which will make the work more meaningful and connected to real-world applications.
To prepare my 6th graders and colleagues for the COVA approach and Creating Significant Learning Environments (CSLE), I will begin by modeling the approach in my own teaching. I will explain the benefits of student-driven learning and show how the COVA approach empowers students to take control of their learning. For my colleagues, I will offer professional development sessions to introduce them to the COVA framework, share strategies for implementation, and provide examples of successful practices. I will also encourage open communication and collaboration so we can all support each other as we work to create these learning environments.
Some challenges I anticipate in using the COVA approach and CSLE in my 6th grade reading and language arts classroom include resistance to change from both my students and colleagues. Some may be hesitant to shift from a traditional, teacher-centered approach to a more flexible, student-driven model. Teachers may be concerned about losing control or having difficulty managing the increased independence of students. Additionally, some teachers may worry about the extra workload involved in grading diverse assignments and ensuring that students are mastering the TEKS (Texas Essential Knowledge and Skills). There might be concerns about maintaining consistency in grading when students choose different projects or demonstrate their learning in unique ways. I will address these challenges by providing clear guidelines, ongoing support, and opportunities for reflection to help my students and colleagues navigate this new approach. It may take time, but I believe that with consistent effort and open communication, the benefits of COVA and CSLE will become evident.
References
Harapnuik, D. (2018, July 14). COVA. Harapnuik.org. https://www.harapnuik.org/?page_id=6991
Loveless, B. (2023, April 14). 15 learning theories in Education (a complete summary). Education Corner. https://www.educationcorner.com/learning-theories-in-education/
Mcleod, S. (2024, January 24). Vygotsky’s sociocultural theory of cognitive development. Simply Psychology. https://www.simplypsychology.org/vygotsky.html
Texas Education Agency. (2023, October 26). Texas Essential Knowledge and skills. https://tea.texas.gov/academics/curriculum-standards/teks-review/texas-essential-knowledge-and-skills
