When deciding to pursue my Master's degree through the Applied Digital Learning (ADL) program, I truly had no idea what I was getting into. I assumed that my experience would be somewhat similar to my undergraduate program: weekly assignments, checklists of to-do items, and assessments. However, in my very first week of 5302 (Growth Mindset) with Dr. Bedard, I quickly realized that the best way for me to be successful was to throw my expectations out the window and fully immerse myself in what was shaping up to be both a challenge and new adventure in both learning and teaching. Throughout the first class, I remember learning about the meaning of COVA: Choice, Voice, Ownership, and Authentic Learning Experiences. While it sounded great in theory, I remember thinking, “Do I do this in my own classroom? What does it look like in action?” I must have watched Dr. Harapnuik’s COVA video and read his COVA page ten times. The next day, I went into my classroom and couldn’t look at my lesson plans the same way. I was constantly thinking, “Where is the COVA in this plan?”
During our first major assignment, designing my ePortfolio, I realized that I had never experienced learning in such an open-ended way. It was completely terrifying, but exciting, too. I vividly remember talking with my classmates about our fears of not completing the assignment “correctly”. It took a while for us to realize that this program was going to give us complete ownership of our work and that our professors were going to offer advice, but not provide step-by-step instructions for how to complete assignments. I found this to be truly motivating, as it allowed me the opportunity to take risks. By the time we were creating our Call-to-Action video, I was excited to see where the creative process would lead me. It felt so liberating to channel my creative energy into sharing my understandings in a way that not only effectively communicated my ideas, but also showcased my personality. Rather than dreading the feedback that I might receive, I was looking forward to making changes. This was a completely new experience for me.
COVA and CSLE in Action
When it came time for me to shift my focus from my professor and my classmates to my own organization, I felt confident to take in action. I knew that no one in my building was approaching learning in this way, and I couldn’t wait to teach others about COVA. I remember meeting with my Principal after my first few classes to discuss some ideas I had for changes in my room. Thankfully, she was fully supportive of my thoughts and the way in which I hoped to implement COVA in the classroom. My only hesitation came when I thought about how to share the knowledge with my coworkers. I didn’t want to sound as though I was coming from a “know-it-all” place. So, I started small. I planned some lessons that incorporated COVA and shared it with my grade-level team. From there, my coworkers saw and heard what we were doing with our students, and they came to ask about it. While not everyone jumped on board, I would say that the overall response was extremely positive. It was this support from my peers that allowed me to really feel comfortable in creating and proposing my Innovation Plan. Little did I know how much COVA and the concept of CSLE would be impacting my career within the year.
I know realistically, the process of change takes time and patience. Not every educator or administrator in my building is going to want to jump on board with COVA or CSLE. However, as Sinek (2011) states, “People don’t buy what you do; They buy why you do it. There are only two ways to influence human behavior: you can manipulate it or you can inspire it.” I plan to present “My Why” to my colleagues, and I hope that the experiences and skills my learners grow will inspire others to make a change. I play to support others in finding simple ways to incorporate these concepts into their daily lessons.
I plan to continue instilling what COVA and CSLE is truly about- learning in the moment. It is about collaborating with others in authentic ways and not being afraid to take risks. It is about pushing the boundaries of what we think we need to do as teachers and what actually needs to be done to promote true learning within the walls of our classrooms.
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