COVA Reflection & Application
As an 8th grade ELAR teacher, my introduction to the COVA approach and CSLE occurred during my initial courses in the ADL program, specifically EDLD 5303 and EDLD 5305. The realization of the autonomy, ownership, and voice inherent in authentic assignments was a significant moment for me. Crafting an eportfolio allowed me to explore design elements freely, while developing the innovation plan for EDLD 5305 presented even greater freedom. The abundance of choice initially left me feeling uncertain about my approach to assignments, prompting me to seek reassurance from Dr. Harapnuik. Adjusting to this new paradigm took around eight weeks, a period I initially considered lengthy. This transformative experience reshaped my perspective on teaching and learning across all levels. I firmly advocate for the CSLE + COVA methodology, believing it to be integral for fostering genuine learning and nurturing lifelong learners.
The principles embedded within the CSLE + COVA framework resonate deeply with my educational philosophy, reinforcing my belief in their perfect synergy. This alignment strengthens my resolve to continue integrating these methodologies into my teaching practice, ultimately enriching the educational experience for my students.
Looking back on my educational philosophy developed through EDLD 5313, I find a natural harmony between it and the CSLE + COVA framework. As a 8th grade English teacher, I firmly believe that students excel in grasping, processing, and expressing English language concepts when they are actively engaged in their learning environment. This conviction has led me to envision my classroom as a dynamic space where students have the freedom to choose, take ownership of their learning, and voice their thoughts.
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Recognizing the importance of student agency, I have embarked on the journey of implementing innovative practices within my classroom. By fostering an atmosphere where students are empowered to make decisions about their learning journey, I aim to transform myself from a traditional authority figure into a facilitator of learning.
Many teachers may be hesitant to implement this concept into their classroom , especially tenure educators. Despite potential benefits, they may be hesitant to explore how CSLE + COVA could enhance the learning experience. To address this, strategies like piloting CSLE + COVA in a classroom or leveraging influential teachers on campus can be used to showcase its effectiveness and encourage adoption.
Yet, transitioning to CSLE + COVA isn't solely challenging for teachers; students may also grapple with insecurities when transitioning from a teacher-driven to a student-centered learning environment. Adapting to this new approach will necessitate time, but with guidance from teachers acting as facilitators or learning coaches, students can develop into self-directed learners. Furthermore, this shift fosters a move from a fixed to a growth mindset, empowering students to embrace learning autonomy and cultivate resilience in their educational journey.
Recognizing the transformative potential of CSLE + COVA, I am committed to integrating these methodologies into my classroom practices. Through student-centered approaches and fostering ownership of learning, I aim to cultivate a dynamic learning environment where students thrive. This shift towards learner agency not only enhances engagement but also nurtures critical thinking skills and fosters a growth mindset among students.
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Moreover, by embracing CSLE + COVA, we pave the way for our students to become resilient and adaptable learners, capable of navigating the complexities of an ever-changing world. This holistic approach to education transcends traditional boundaries, empowering students to take ownership of their learning journey and emerge as lifelong learners equipped to succeed in diverse contexts.
References:
Harapnuik, D. (2018, July 14). COVA. It's About Learning. Retrieved March 22, 2024, from https://www.harapnuik.org/?page_id=6991