CAPSTONE

COVA Reflection and Application

In this capstone reflection, I will explore how the COVA approach and the significant learning environment fostered throughout the Applied Digital Learning (ADL) program have shaped and supported my learning journey. By embracing the principles of Choice, Ownership, Voice, and Authenticity, I have been empowered to take control of my learning, select projects that align with my interests, and reflect on my growth. The ADL learning environment, which encourages collaboration, flexibility, and real-world application, has enhanced my understanding of digital learning and deepened my commitment to creating meaningful learning experiences for my students. In this reflection, I will examine how these principles have influenced my approach to learning, how I’ve applied them in my project, and how they have contributed to my overall development as an educator.

The COVA approach and the significant learning environment in the ADL program have greatly influenced my educational journey by fostering ownership and growth. The flexibility to choose projects aligned with my interests encouraged a growth mindset, enabling me to view challenges as learning opportunities. This mindset empowered me to explore topics deeply, apply new knowledge, and refine my understanding. The emphasis on voice allowed me to express ideas and receive constructive feedback, further supporting my development. These authentic assignments contributed to my growth and reinforced the value of creating meaningful work with a real impact. This student-centered approach has shaped my teaching philosophy, encouraging me to foster the same growth mindset in my students (Dweck, 2006).

Throughout the ADL program, I discovered the power of choice, ownership, and voice through authentic assignments. The freedom to select projects aligned with my goals allowed me to dive deeply into subjects and apply digital tools creatively, enhancing my learning. Simon Sinek’s idea of understanding our “why” resonated deeply with me, helping me connect to the purpose of teaching: empowering students to grow and make an impact. Embracing this ‘why’ has fueled my commitment to creating a learning environment where students feel motivated to take ownership of their learning journey (Sinek, 2023).

At first, I was uncertain about approaching authentic projects, but using principles from The 4 Disciplines of Execution helped me stay on track. I set clear goals, broke tasks into manageable steps, and tracked my progress. Regular reflection and feedback kept me organized and motivated, allowing me to produce valuable work. Looking back, a more structured plan and greater peer collaboration would have minimized early uncertainty and enhanced the experience (Covey, 2012).

To implement an authentic learning strategy, I focused on staying organized, setting clear goals, and managing my time effectively. I created an online implementation outline plan, researched, and continuously sought feedback, refining my approach. Reflecting on my progress ensured I stayed focused and adaptable. This process helped me develop a strategy to create long-term, meaningful organizational changes that benefit students and educators (Horn , M., Staker, H., & Christensen, C. 2014).

The Literature Review provided the evidence to support my case for change, grounding my understanding of research and best practices. This process deepened my perspective on leadership, helping me evolve from initial apprehension to a more confident view of change. I now see change as a gradual, collaborative process that requires patience, effective communication, and a solid evidence-based foundation. The insights gained through the review and my growing confidence have equipped me to lead with purpose, embracing change as an opportunity for growth within my organization.

The COVA approach and CSLE align closely with my teaching philosophy, emphasizing student choice, ownership, and voice. I aim to create a learning environment where students actively shape their educational journey, reflecting the principles of COVA and CSLE. As my perspective on learning has shifted, I now prioritize student-centered approaches that allow students to take control, collaborate, and meaningfully reflect on their progress (Harapnuik, D. 2015).

My innovation plan is authentic in blending traditional classroom approaches with blended learning, providing students with a flexible and dynamic environment. To further enhance this, I plan to implement the COVA approach by offering various assignment options that align with students’ interests, allowing them to demonstrate their learning in diverse ways. Encouraging reflection and goal-setting will help foster a sense of ownership over their learning journey. I will also introduce the COVA and CSLE frameworks to my students and colleagues, offering guidance and encouraging collaboration to ensure a smooth transition to a more student-centered approach. Although this shift may present challenges, such as addressing diverse needs and overcoming resistance, I am committed to creating a supportive environment where everyone can effectively embrace and implement these methods, ultimately fostering a more engaging and empowering learning experience for all (Horn, M. B., & Staker, H. 2015).

My teaching philosophy centers on creating a student-centered learning environment that empowers students to take ownership of their learning journey. In embracing a Learner's Mindset, I am excited about this shift's positive impact on my teaching and the opportunities it will provide for my students. We can transition smoothly to a more flexible, collaborative, and engaging classroom by addressing challenges and offering clear examples and guidance. This approach will enhance student learning and foster a deeper sense of ownership, encouraging them to become active participants in their educational growth (Harapunk, D. 2021).

I intend to continue incorporating the COVA approach into my classroom learning environment by leveraging technology, flexible learning approaches, and qualitative and quantitative assessment data to promote lifelong learning and cooperation. I will give students choices through varied activities, encourage ownership by letting them decide how to demonstrate their learning and give them a voice in discussions. By connecting lessons to real-world situations, I will create authentic learning experiences that build curiosity, confidence, and a love of learning, ultimately empowering students to make decisions and engage meaningfully in their education (Mertler, 2020).

I provide my bilingual kindergarten students with choice by offering a range of hands-on activities, such as drawing, building, or role-playing, that allow them to express their learning in ways that suit their strengths and interests. To foster ownership, I empower them to decide how they complete assignments, whether through creating artwork, telling stories, or acting out concepts. By encouraging them to share their thoughts and ideas during group discussions, I give them a voice, ensuring they feel heard and valued. These authentic assignments, connected to their daily lives, create meaningful and engaging learning experiences.

To effectively prepare for the COVA approach and CSLE, I recommend taking the following steps:

For learners:

Introduce the COVA approach by explaining the concepts of choice, ownership, voice, and authentic learning through interactive activities.
Encourage decision-making and self-expression by providing opportunities for students to choose how they learn and demonstrate their understanding.
Reinforce the connection between their learning and real-world experiences to help them see the relevance of their actions.
Implementing rotation stations as a practice.

For colleagues:

Attend training sessions and workshops to learn more about these approaches (Gulamhussein, A. 2013).
Facilitate collaborative discussions by introducing the COVA approach and CSLE, highlighting student engagement and empowerment benefits.
Share best practices and resources for implementing COVA strategies in the classroom.
Model using COVA techniques in teaching, offering support and guidance as needed to ensure effective integration.

It is essential to acknowledge that implementing the COVA and CSLE approaches in the future will present particular challenges. It might present challenges such as managing diverse learning styles, resistance to change, limited resources, and adjusting assessments. Additionally, preparing students each year and considering cultural factors will require thoughtful adaptation. Teacher training and aligning it with the needs of specific groups can also be problematic. Effective communication, resource management, targeted teacher training, and promoting innovation among families and students are essential to address these challenges. Adapting to evolving technological and social environments will also be crucial for successfully applying these approaches in various learning settings.

In conclusion, while implementing the COVA and CSLE approaches may present diverse challenges, like the ones mentioned above, the benefits far outweigh these obstacles. These approaches foster a student-centered environment encouraging choice, ownership, voice, and authentic learning experiences. By empowering students to take control of their learning, these methods promote critical thinking, collaboration, and a sense of responsibility. Connecting lessons to real-world experiences makes learning more meaningful and motivating, ultimately helping students develop skills for lifelong success. COVA and CSLE create a dynamic and inclusive classroom where students actively participate in their educational journey.

My proposal to use blended learning and the COVA approach in the kindergarten classroom aims to expand students’ science vocabulary by fostering engagement, ownership, and authentic learning. By incorporating blended learning, I will provide students with in-person and digital resources, offering interactive activities, videos, and games that help them connect new science terms to real-world examples. The COVA approach will empower students by giving them choices in exploring and demonstrating their understanding of science vocabulary. For example, students may choose between drawing, acting out, or verbally explaining new terms like "photosynthesis" or "habitat." This flexibility enhances ownership of their learning, as they can express their understanding in ways that resonate with them. Using this student-centered approach encourages curiosity and creates a learning environment where science vocabulary becomes meaningful and memorable.

References:

Covey, S., McChesney, C., & Huling, J. (2012). The 4 disciplines of execution: Achieving your wildly important goals. Simon and Schuster.

Dweck, C. S. (2006). Mindset: the New Psychology of Success. Random House. https://a.co/d/cW9oSJu

Gulamhussein, A. (2013, September). Teaching the teachers: Effective professional development an era of high stakes accountability. Retrieved from The Center for Public Education website: https://www.dropbox.com/s/j13c5mk092kmqv9/Teaching_Effective_Professional_Developmt.pdf?dl=0

Harapnuik, D. Creating significant learning environments (CSLE). (2015, May 9). It’s About Learning. Retrieved October 25, 2021 , from https://www.youtube.com/watch?v=eZ-c7rz7eT4&t=371s

Harapnuik, D. CSLE+COVA. (2021, January 14). It’s About Learning. Retrieved July 7, 2021, from httpH://www.harapnuik.org/?page_id=6988

Harapunk, D. (2021). Learning philosophy. Harapnuik.org. https://www.harapnuik.org/?page_id=95

Horn , M., Staker, H., & Christensen, C. (2014). Blended: Using Disruptive Innovation to Improve Schools. Jossey Bass, Wiley Brand. Amazon.com: Blended: Using Disruptive Innovation to Improve Schools eBook: Horn, Michael B., Staker, Heather, Christensen, Clayton M.: Kindle Store
Horn, M. B., & Staker, H. (2015). Blended: Using disruptive innovation to improve schools

Mertler, C. A. (2020). Action Research: Improving Schools and Empowering Educators (6th ed.). SAGE Publications.

Start with why -- how great leaders inspire action | Simon Sinek | TEDxPugetSound. (n.d.). Www.youtube.com. Retrieved August 19, 2023, from https://www.youtube.com/watch?v=u4ZoJKF_VuA&t=331s