Siary
Rodriguez
During my learning process, I have found the COVA (Choice, Ownership, Voice, Authenticity) approach and the Student-Centered Meaningful Learning Environment (CSLE) to be powerful tools. They have transformed my perspective on education and my way of teaching. Reflecting on my experience, I see that both approaches have shaped my ability to create a more inclusive, collaborative, and authentic learning environment for my preschool students, especially those from communities with less access to technology.
The COVA approach has empowered me to play a more active role in my learning. It has allowed me to choose which areas to explore in greater depth and how to integrate technologies into my educational environment effectively. Initially, I was hesitant as a cautious technophobe, but now I have gained a sense of ownership over my learning process, which has renewed my confidence. I am not only able to implement new strategies but also to iterate and adjust them based on the feedback I receive from my colleagues and students. Additionally, having a voice to express my ideas has allowed me to collaborate with my learning community meaningfully, sharing my experiences and helping others in their technology integration process. This has been instrumental in my current work with the Cleveland ISD community, where technology innovation is more than a tool—it is a pathway to closing learning gaps. I first realized I had choice, ownership, and voice when I began designing authentic projects that allowed me to explore my ideas and apply them in real-world contexts.
COVA in my Learning Process
Applying COVA in the Classroom
My innovation proposal focuses on improving early language and math learning in special and regular PK students in Cleveland ISD by implementing blended learning, which is used in its station rotation model enriched with COVA principles. I realize the importance of giving my students real choices in how to engage in their learning. For example, rather than forcing a one-size-fits-all technology approach, I want my students to have the option to explore various tools such as ABC Mouse, Khan Academy Kids, or Boomlearning and select the ones that resonate most with their learning style and what we are working on in a more significant learning framework, not just a goal outlined in the curriculum.
When students engage in authentic learning, they can choose from diverse experiences that help them connect and discover their world (Harapnuik & Thibodeaux, 2023). For authentic learning to occur, students must actively participate in solving problems and answering questions (Harapnuik & Thibodeaux, 2023). Authentic learning improves students' ability to apply what they have learned beyond the classroom and into the real world, making them more responsible and valuable members of society (Harapnuik & Thibodeaux, 2023).
Adapting to the learning approach
Adjusting to the COVA and CSLE approach took time. I had to learn to balance freedom with responsibility and develop self-discipline to manage my time and efforts. I embraced a growth mindset, which meant seeing mistakes as learning opportunities rather than failures. By adopting this mindset, people become more resilient to challenges, gain greater confidence in their abilities, and are more willing to take risks and explore new ideas.
This benefits personal development and fosters a dynamic learning environment where progress and continuous learning are valued more than immediate results. Looking back, I could have taken more risks initially, trying new approaches faster instead of hesitating. This would have sped up my learning process and given me more time to iterate and improve my ideas.
Taking Control of my Voice and Focusing on my Organization
Finding my voice as a change leader within my organization was challenging. Initially, I was concerned about how my ideas would be received and whether I would receive the support I needed to implement them. However, over time, I learned how to align my innovative proposals with the needs and values of my school community.
This approach helped me realize that my voice had value and the potential to influence other teachers and improve student learning.
Authenticity of My Innovation Plan
My innovation plan was developed with a deeper purpose than simply fulfilling course requirements. It was crafted with a genuine desire to transform my organization and improve student learning meaningfully. From the beginning, the plan was based on the unique needs of my school community in Cleveland ISD, a rural area with limited access to technology and educational resources. Every decision, whether integrating blended learning, gamification, or utilizing digital tools, was driven by my commitment to addressing our students' specific challenges.
This was not just an academic exercise but an opportunity to make a tangible difference in the lives of young students, many of whom come from disadvantaged backgrounds. I carefully considered my students' realities and our school's limitations and designed every aspect of the plan to be scalable and sustainable. The experience was challenging and rewarding, forcing me to step outside my comfort zone, collaborate with colleagues, and seek creative solutions. Despite the obstacles, the process felt incredibly authentic as I was deeply committed to creating a long-term impact that would benefit my students and the broader school community.
This innovation plan reflects my dedication to educational equity and my firm belief, after undergoing a process of mental transformation and exploring new educational approaches in my Master's in Digital Learning courses, that technology and meaningful pedagogy can close gaps and create richer learning environments for all students, especially those in disadvantaged areas.
Aligning the COVA and CSLE Approach with My Learning Philosophy
The COVA (Choice, Ownership, Voice, and Authenticity) approach and Creating Meaningful Learning Environments (CSLE) align with my philosophy by promoting student-centered learning. This approach empowers students to make decisions about their educational process, fostering autonomy and a sense of responsibility. Emphasizing authentic tasks and real-life connections makes education more relevant and meaningful. Learning should be dynamic and collaborative, allowing students to create and apply knowledge practically. Through COVA and CSLE, I have seen students develop academic and critical life skills such as resilience, self-efficacy, and teamwork.
Changes in my perspective on learning
My perspective on learning has undergone a profound transformation. Previously, I viewed it as a linear process, where the teacher dictated, and the student passively followed instructions. However, it is a rich, dynamic, collaborative experience where teachers and students actively contribute. This change in focus has led me to rethink my role as a teacher, not only as a guide but as a learning partner, facilitating an environment where students have a voice, choice, and, above all, a true sense of belonging in their educational development.
This shift in my vision has also strengthened my commitment to learning as a shared process where students explore, experiment, and feel safe making mistakes, as these are essential parts of growth. The autonomy and sense of responsibility students acquire when they are allowed to take a more active role in their learning motivate them and prepare them to face future challenges more resiliently.
Adopting a Learning Mindset
I have embraced a learning mindset, which involves changing how I approach learning. This change has enabled me to concentrate more on the process and less on the immediate results. I am always seeking new methods to enhance my teaching and understanding of what it takes to be a learner.
In today's world, where information is always available and the skills needed for the future are increasingly diverse and complex, empowerment is essential and crucial. Students must direct their educational process, making informed decisions about what, how, and when to learn.
Personal and Organizational Challenges
My biggest challenge has been overcoming my fear of failure and insecurity about my technological abilities. Within my organization, convincing my colleagues that a COVA and CSLE-based approach is not only viable but beneficial for our students has been a major challenge. However, with the support of my learning community, I have overcome many of these challenges, and I am committed to continuing to promote change.
I am more convinced than ever that the future of education lies in giving students an active role, allowing them to choose, have an authentic voice, and experience learning in meaningful contexts. I am prepared to lead that change in my classroom and educational community and am excited to continue making this commitment.
Developing a course based on the COVA (Choice, Ownership, Voice, Authenticity) model has transformed my teaching approach. This model empowers students, fostering a greater connection and engagement with the content. By incorporating gamification and blended learning, I have made activities more engaging and relevant, promoting interest and intrinsic motivation among students. This transformation is a testament to the potential of our proposal.
Instructional design has been crucial to this process. From the analysis phase, where I identified the needs and characteristics of my students in Cleveland ISD, to the evaluation phase, where I conducted usability testing and gathered feedback, each stage has been crucial to ensuring the course's effectiveness. Creating a three-column table and outline gave me a clear structure while designing the plan, facilitating an orderly and efficient implementation.
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