COVA Reflection
Have you heard of COVA before?
I hadn't. At least not until I joined the ADL (Applied Digital Learning) program. So, what is it, and why does it matter? COVA stands for Choice, Ownership, and Voice through Authentic Learning. This means that students, or learners, can have a say in their learning development, which in turn fosters ownership of their learning process. The traditional learning method in our educational system is a 'sit-and-get' style, and this approach does not work for all of our students. Students need differentiation. They need to be able to express themselves in their own creative ways. Normally, this happens within our elective and CTE courses. This is where students can truly showcase their creative side. However, our core classes are starting to slowly incorporate more of this learning style within their classroom. We see examples of this when teachers use programs like Padlet, Jeopardy Labs, or Nearpod to enhance student learning and engagement in their lesson plans.
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When I started the ADL program, I had no idea what this concept was. When the concept was explained to me, I thought Wow, this sounds neat. As the class conversation continued and delved deeper into breaking down this topic and gaining a better understanding of it, I realized I was already teaching this concept in my class. I had been doing this since my first year of teaching in 2016. I had never heard it referred to in this way before. I had often wondered if there was a name for it, but I didn't know where to start researching it. Then I began my master's program, and the name was finally revealed. I was thrilled to associate a name with a concept. For nine years, I have been teaching digital art, animation, and video game design to junior high students. My first year of teaching, I had little to no help with my lesson plans. My CTE Specialist would show up on my conference and "check in" with me, answer a few questions, and then leave. I was pretty much left to figure out what to teach and how to execute it. So, I drew on the knowledge I had and the recent education I gained from all my computer and digital art classes I took during my undergraduate studies. I taught Adobe Photoshop and Illustrator. When I sat down to plan what and how to teach my 8th-grade students the basics of Photoshop, I put myself in their place. How are they able to grasp these concepts? If I were learning this for the first time, what would I want my teacher to expect of me? And in those moments of planning, my COVA was born. I wanted my students to apply the basic skills I taught them—the tools and ideas—but to go beyond what we were doing. To showcase their work and express themselves in ways they didn't know they could digitally. As long as they provided me with at least the basics I was teaching them, I was happy, but I knew they could do better - they could do more. So, I would always tell them, and I still do, to take what we have learned but to go above and beyond. To take the tools and explore. If you give me more than I asked, I will never deduct points or fail you; however, if you cannot at least provide what I am asking for, then you will not perform as well.
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As I reflect on my own journey through this program and what I have learned, I have gained a wealth of valuable information. Information that I greatly appreciate. I have learned a great deal about researching and writing a Literature Review, as well as planning and implementing a three-year technology plan for my school district. I worked closely with my CTE Coordinators for two hours, mapping out a three-phase implementation outline and learning all the steps needed to make a new technology rollout possible. I knew it didn't happen overnight, but the steps and people involved were numerous. From the teachers on campus teaching the material to the CTE Director and even the school board, who need to approve items. I learned how to make a Fink's 3-column chart. I am very grateful for this program and the wealth of knowledge I have gained from participating in it.
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In fact, I interviewed for a Tech. Specialist position over the summer, and in the interview, I talked about COVA, and the girl interviewing me said, "Oh!! Did you go to Lamar? I know about that!!" I felt a connection and a deep understanding without having to say much, except how much I love COVA and wanted to incorporate it into my training. She understood and agreed.
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The moment I first realized I had choice, ownership, and voice in my learning was during one of the early assignments, when we were told that we needed to create an e-portfolio to house our assignments (vs. just a Google Doc and sharing it), getting to choose an innovation plan of my topic, and it was made stronger by our assignments like "What's your why" in 5304 with Dr. Padovan.
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Therefore, having gained information throughout this course and developed a deeper understanding of COVA, I believe the COVA approach is an excellent approach. I think more organizations should learn it and incorporate it into their system. It really allows the learner to have a say in their work and buy into the material. It will help them connect with it on a deeper level than if they were merely being lectured at some sit-and-get PL session. When I revisit my learning manifesto now, at the end of the program, it's fascinating to see how I have come full circle and grown. In this assignment, I write about my students participating in a district competition, and now we are back at the same time frame; however, I am now at the graduation point in this program. As I sit back and reflect on the load of material I have accomplished in twelve months, I cannot help but think about all the great information that has been shared, the teachers that have imparted so much wisdom, and how to pass this on to my students, as well as into new career opportunities.
I will always give my learners the choice to take ownership and have a voice through authentic assignments. Without that, the learner is being force-fed information and has no buy-in. However, the moment you let their creative brain come alive, the more they are able to connect on a deeper level and truly understand the basics you are trying to teach them. Currently, in 8th grade, my students often challenge me and resist what I try to teach them. It is a constant battle. However, when they reach the 10th or 11th grade, I receive emails from them saying how much they value my class and appreciate all the information they learned in it. While they didn't think it would help at the time, they can now see how even the basic skills I taught them are being used. I am beyond touched by their words. In fact, I print them out and keep them in a binder (as well as all the toys, flowers, and other gifts they give me throughout the year) to remind myself how much my hard work pays off. Even if I don't find out for several years later, how much my class affected their lives. ​​​
The COVA Approach and Creating Significant Learning Environments (CSLE)
The COVA and CSLE models were new to me before entering this program. Although I had been practicing COVA in my classroom for 10 years, I had never known it was called COVA. Creating Significant Learning Environments (CSLE) is an educational approach that focuses on designing learning experiences that deeply engage students and promote meaningful understanding.​ Both of these concepts go hand in hand. These are the skills I aim to instill in my students to become lifelong learners. To learn how to research and dig deeper. Not just take the answers they are given, but to challenge them and understand why the answer is the answer.
As I reflect back on my work and re-read the essays and papers I have written for this course, like my Finks 3-Column Chart from 5313, I can see examples of how to make my lessons more meaningful and easy to grasp for the learner, while still keeping it engaging and beneficial without wasting their time. Throughout this course, my professors did a great job imparting these skills in their classrooms, giving me the opportunity to learn them firsthand, ask questions, and clarify any misunderstandings about each topic. I spent many nights working late at home after dinner, during my conference periods, and even staying late after school (like today), to finish projects, essays, literature reviews, and even record myself.
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I appreciate this course and the opportunity to express myself in unique and creative ways. While the workload was long and tiresome, trying to balance a career and family, I am grateful for the information I received and for growing deeper than where I started last October. This reflection made me realize exactly the point Carol Dweck is discussing in her book, Mindset: The New Psychology of Success. She discusses the differences between a fixed mindset and a growth mindset. To succeed in this program, you must have a growth mindset. When I reflect on all the material I produced over a 12-month period, I am astonished by it all. I am beyond proud of myself for learning and accomplishing so much on the projects I've produced. I learned a great deal about how to create three-year outlines for implementing new technology in the district and what is truly involved in the process. I believe this course has significantly helped shape me into the leader I need to become and has contributed to my success in the next stage of my educational career, when a position becomes available. I have made great friendships with fellow classmates, driven across Texas to see them on our breaks, and had deep and meaningful discussions about the education system, as well as getting help for content material to teach and reshape my lessons.
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During my time in the ADL program, I learned how to develop a deep, meaningful innovation plan. I created a three-minute table to showcase the amazing features VR technology offers our stakeholders, and that helped connect the Why to the How. I also created my Fink's 3 3-Column Chart to help break down my Big Hair Audacious Goal. I also went back and recreated a new Fink's 3 Column chart that better represented my work in this course.​
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Knowing what I know now, I plan to embed COVA principles into all levels of instruction and professional development. I will design assignments that offer multiple pathways for learners to demonstrate understanding and creativity, ensuring authentic relevance to their interests and career goals. I will create authentic assignments that let students choose topics, tools, or project formats to better express COVA in our class. I will encourage reflection and iterative feedback so learners feel ownership of their growth. For example, in digital art classes, students can choose their software program or theme while meeting core skill benchmarks.
Something I can work on is preparing my colleagues and introducing COVA and CSLE concepts during our district PL sessions at the HS, where everyone signs up for courses, shares success stories, and provides resources for implementing authentic assignments. Cultivating a culture of trust and collaboration will be key to easing resistance from teachers who are hesitant to change or new ideas, while fostering buy-in. Challenges may include resistance to change, time constraints, and varying readiness levels among staff and students. I plan to address these by modeling COVA practices, providing ongoing support, and celebrating small successes to build momentum. I will even share these successes with the district-level admins so they can see it and help me share the concept with other campuses. I am committed to using the COVA approach because it aligns with my educational values and has proven benefits for learner engagement and growth. I believe it can transform our learning environments and empower both students and educators.​
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Thank you, Dr. Harapnuik, and to all the other professors I have had the opportunity to learn from. You all did an amazing job, and I am forever grateful to you.
