Tell me, and I forget; teach me, and I remember; involve me and I learn.
Blended Learning
Building Voices
Part B: Application of COVA in my Organization
Knowing what you know now about the COVA approach, how do you plan to use the COVA approach to create meaningful learning environments in your organization? Or will you not use the COVA approach and why?
After having had this experience applying the COVA approach in my learning process, I plan to use it to create meaningful learning environments in my organization. I have been part of the fact that the COVA approach (Choice, Ownership, Voice, and Authenticity) allows students to learn and personalize their learning process actively, increasing their engagement and motivation. I plan to integrate this approach into activities that will enable students to choose their topics of interest, which is fundamental to fostering choice. I also plan to give them a voice by allowing them space for interaction and reflection with their peers and expressing their ideas without fear of making mistakes; strengthening their confidence and communication skills will make each task authentic, relating class activities to personal experiences and the environment. Planning these activities will be essential when implementing them since teachers cannot simply design activities and expect students to learn. The most effective models tend to plan with end goals. Even the most interactive activities will be ineffective if not designed with a great purpose. Thinking behind the 3-column table: A valuable tool for course design and understanding by design the UBD process that is effective for unit design. Both require teachers and designers to plan with authentic goals in mind. Finally, I firmly believe that the COVA approach supports learning in critical areas such as writing and strengthens students' holistic development by making them actively participate in their education.
Engage the Students and Collages
This could be a helpful way to promote my kindergarten students' choice and ownership and give them a voice in authentic activities. I would use my Innovation Proposal: Learning to Write in Early Childhood Education through Blended Learning. This would be done by designing activities for the students to explore topics and share ideas meaningfully. One example of choices in the writing process is when they are given a choice to write about any subject of their choice: favorite animal, experience enjoyed, or something they would like to learn more about. Also, under the project Writers of the Future, we are going to set up digital stations in our classrooms where children are going to have the opportunity to write with lighted boards, apple pens, educational microphones, and other digital resources that are going to help them get motivated by writing and proud of their work. Lastly, I give them a voice: I make them read their creations in front of their co-students by reading out loud. All these go a long way in developing their confidence and understanding of the responsibility surrounding publishing their ideas. Such practices engender active participation and incentivize engaging in a meaningfully fruitful writing activity.
In preparing my students and colleagues for the COVA/CSLE approach, I will be constructive in creating a learning culture that values learner autonomy, collaboration, and critical thinking. By developing a secure and motivating environment with my kindergarten students, I will introduce decision-making into simple activities, give them options within projects, and help them reflect on themselves to feel ownership in their learning. With my colleagues, I will begin by introducing the principles of COVA and CSLE, highlighting how this approach can enhance student motivation and engagement. I will host professional development sessions and provide additional information and assistance when needed, mainly using. I will focus on helping colleagues and students shift their mindset to embrace the flexibility and responsibility that the COVA approach demands by fostering a space for continuous feedback where we can all share ideas and adjust strategies to maximize the impact on our students’ learning.
Challenges.
One issue that I certainly would face with the COVA and CSLE approach in my kindergarten classroom involves how young they are and how early in the development of self-regulation and decision-making skills they remain. This means they would require plenty of support and guidance to exercise choice and ownership effectively. It is also challenging to balance the structure they need for learning with the flexibility that COVA calls for, all in an environment where they are still learning basic routines and academic skills. Other challenges might involve finding or designing activities that offer choices but, at the same time, focus on learning objectives, mainly when dealing with more complex topics such as writing. It will also be challenging for those colleagues who are unaccustomed to this approach to see its applicability to their classes. Therefore, building a support and collaboration system through the teaching team will be necessary for overcoming possible initial resistance.
To address these challenges, I plan to implement COVA gradually, starting with small choices and giving them time to develop the necessary skills. I will also use my learning manifesto as a guide, which has been a constant throughout this journey, helping me navigate the complexities of education and stay true to my core beliefs. I see it as a period of significant growth and learning.
Tell me, and I forget,
teach me, and I remember,
involve me, and I learn.
Benjamin Franklin
