COVA & CSLE Reflection
During ADL, we mentioned Choice, Ownership, and Voice through Authentic Learning Opportunities (COVA), which we will refer to in COVA. This will help us create meaningful learning environments (CSLE) that will allow you to give your students choice, ownership, and voice through authentic learning opportunities (COVA).
The COVA learning approach challenges me to change my approach. I always feel frustrated at not being creative as a teacher, and even undertaking this program was an exercise in challenging that. Everything about the ADL program makes me uncomfortable and forces me to fully engage with the program's information to understand digital learning and leadership.
I look forward to the work because it is far from my "normal" way of thinking and teaching. However, with every task, there is a glimmer of excitement and expectation that I will learn something that will make me think; moreover, I will want to find ways to use it in my classroom.
To give students choice, ownership, and voice through authentic assignments, several practical strategies can be implemented:
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Topic Choice: Allow students to choose topics that interest them within a specific framework. This allows them to explore concepts relevant to them and relate learning to their personal experiences.
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Goals and Personalized Planning: When we collaborate with students to set individual learning goals and develop personalized action plans, we are empowering them. This process instills in them a sense of control and responsibility over their learning journey.
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Feedback and reflection: When we invite students to actively participate in feedback on their work and in reflecting on their progress and growth, we are facilitating their development. This practice helps them recognize their strengths, identify areas for improvement, and make informed decisions about their future learning.
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Collaboration and community: Foster opportunities for students to collaborate with external experts or with the community on projects that have real impact. This gives them an active voice in essential problems and topics inside and outside the classroom.
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By providing these opportunities, educators empower students to make meaningful decisions about their learning, actively engage in the process, and view learning as relevant and valuable to their lives.
How will you prepare your learners and colleagues for the COVA approach and CSLE?
For students:
Clarify objectives: Communicate the objectives of student-centered learning and how the COVA approach supports those objectives. Explain how choice, ownership, voice, and authenticity contribute to more meaningful and lasting learning.
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Train skills: Provide guidance and training on how to set goals, monitor progress, make informed decisions, and collaborate effectively in autonomous learning environments.
Model and Practice: Demonstrate examples of how students can exercise choice, take ownership of their learning, express their voice, and participate in authentic activities. Provide opportunities for them to practice these skills gradually.
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Facilitate reflection:
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Incorporate regular moments of reflection where students evaluate their progress.
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Identify areas of strength.
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Set goals to improve their autonomous learning and participation in the CSLE.
For colleagues:
Professional Development: Provide opportunities focused on the COVA approach and CSLE principles. These may include workshops, seminars, discussion groups, and online training.
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Collaboration and sharing: Encourage collaboration between colleagues to share ideas, strategies, and resources for effectively implementing the COVA approach and CSLEs. Create spaces to discuss experiences, challenges, and successes.
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Observation and Feedback: Facilitate peer observation and feedback sessions to provide support and constructive suggestions on effectively integrating COVA and CSLE in the classroom.
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Resource creation: Develop and share teaching resources, guides, and examples of good practice that will help colleagues implement COVA and CSLE in practical and meaningful ways in their specific contexts.
Involving students and colleagues in a collaborative and continuous learning process can build an educational culture that values autonomy, active participation, and meaningful learning at all levels.
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The COVA (Choice, Ownership, Voice, Authentic Learning) approach and Student-Centered Meaningful Learning Environments (CSLE) are potent approaches but can also present challenges in implementation. Some of the common challenges you may face include:
Resistance to change: When introducing a different educational approach, you may encounter resistance from students, colleagues, or administrators who are accustomed to more traditional methods of teaching and learning.
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Balance between structure and autonomy: Finding the right balance between providing students with choice and independence while maintaining clear structure and direction in learning can be challenging.
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Individual student differences: Students have different learning styles, motivation levels, and self-regulation skills. Adapting the COVA approach to meet each student's individual needs may require additional time and effort.
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Resources and support: Both technological and pedagogical resources may be necessary to implement the COVA approach and CSLEs effectively. Additionally, institutional and peer support is crucial to ensure long-term success.
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Learning Assessment: Designing and implementing authentic and meaningful assessment methods that reflect learning acquired through COVA and CSLE can be challenging. Finding ways to evaluate progress and goal achievement fairly and effectively is essential.
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Time and planning: Implementing COVA and CSLE requires time and careful planning. Time needs to be dedicated to training students and colleagues, developing authentic resources and activities, and continually monitoring the approach's progress and effectiveness.
By addressing these challenges with focus, flexibility, and collaboration, barriers can be overcome, and meaningful learning environments can be created that benefit everyone involved in the educational process.
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Blog Links
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References
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Dweck, C.S. (2016). Mindset: The new psychology of success (Ballantine et al. edition. ed.). New York: Ballantine Books.
Fink, L.D. (2003). A self-direct guide to designing courses for meaningful learning [Pamphlet]. San Francisco, CA: Jossey-Bass.
Piaget, J. (1964). Part I: Cognitive development in children: Piaget. Journal of Research in Science Teaching, pp. 2, 176–186.
American Council on the Teaching of Foreign Languages. (nineteen ninety-six). Standards for foreign language learning: Preparing for the 21st century [Pamphlet].
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, Ky.: CreateSpace
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