COVA Reflection & Application

Well, it is bitter sweet, but I made it to the end of this DLL master’s program!! This by far has been the best educational experience thus far. Now, I can exhale and connect the dots. This program was jammed packed from the beginning to the end. Couple that with the hustle and bustle of being a 4th grade Math and Science teacher while also balancing an active gym lifestyle as well, my days were packed from Sunday to Sunday throughout the entirety of this program. 

At the very start, I was catapulted into an extensive yet electrifying way of learning. I was impressed with the structure and design of the course. It was quite exciting to learn that no test or quizzes were present and the entire course was built towards a personal design for each learner involved including self. This is where I quickly learned about the COVA method (choice, ownership, and voice through authentic learning). At first, I did not know what it stood for, but once the acronym was broken down, I was like, “this is what I want my students to embrace”. From that point forward, as I experienced the details of the COVA method, I made sure to take notes and mental notes towards the implication in my classroom.

In order to deliver the best method for students to embrace the COVA method, I went into detail of a “flipped classroom” within the COVA section of my portfolio. To view this aspect of the portfolio, click here https://champcorey.wixsite.com/website/cova-1-1. The benefits will enable pupils to enhance student learning with the introduction of various methods of learning.

As I started to gain more understanding of the method, it was time to readjust by incorporating this strategy into teaching. It was not a hard adjustment given how much I utilize creativity daily. I’ve always embraced the arts and learned early in life the importance of independence through creativity. Being independent came easily and being creative came easily as well. I simply applied both methods in teaching and didn’t realize I was exhibiting the COVA method in various ways throughout my life and throughout teaching as well.

Once this realization was understood, designing and fostering ways other students could benefit became top priority. Not everyone has that natural independence or creative aspect, well, some just have not learned how to tap into it. I believe we all have similar traits and others unlock such traits at different moments in life and some traits remain dormant through lack of understanding or experience. I choose to bring as much within a short period of time for every student to at least have a shot once they step foot into my classroom.

This will allow for a successful adjustment and transition for myself and students alike. Upon entering my classroom on the first day of school, students are taught that it’s not just academics they’re about to learn, they’re also learning how to function in a social setting. As this adjustment occurs, learners will be able to understand classroom rules, social rules, social cues, and social etiquette. This format in conjunction with academics makes for a unique experience in the classroom. Knowing how much choice and ownership is the focal point of a learners’ education, the COVA method is perfectly aligned with my style of teaching. Couple that with my learning experience in the DLL program and this is the reason for a major success!

I found it to be quite reassuring that this method and my style of teaching coexisted with the learning style our professors wanted us to adopt. Through this process, my voice was quickly found and it has flourished ever since. What aided towards finding my voice within the COVA method was the understanding of the “Growth Mindset”. For further enhancement of the growth mindset approach, click here https://champcorey.wixsite.com/website/growth-mindset-1 .

The growth mindset format taught me how to be open to criticism, opinions of others, and always finding ways to challenge myself because after all, this is life-long learning. Also, being aware of a fixed mindset causes further harm to one’s growth and development from an intellectual standpoint. If we as students think we know everything there is to know – we have defeated ourselves in the process. Knowing the difference between growth and fixed mindset will save learners from becoming complacent towards their learning. Also, knowing that part of failure is actually growth. If we do not experience failure, how can we possibly overcome and grow? Questions like this are included in a short growth mindset video in the link above as well.

As for leadership, a growth mindset is needed as well. Being able to take risks for the greater good of an organization is a part of being a superb leader. This program has taught me to also take risks in leadership. Having choice and ownership is not just for learning, it is for leading as well. Each class taken has molded me into a better leader. Within the classroom, I’m not afraid to push the boundaries because in my mind, there are no boundaries. There’s no limit towards how much we can learn and how much we can teach. Having this mindset aids towards challenging instructional formats professionally. As I venture to the administrative aspect of education, taking risks and not being afraid of those risks will separate the weak from the elite. I want the best for my students and if I’m not willing to, push beyond expectations, how can I expect students to do the same?

To get colleagues in the same mindset, PLN’s come to mind. In the link, I have a few Professional Learning Networks to help educators not be afraid to take risks by implementation of new strategies (https://champcorey.wixsite.com/website/about-2-1-1). Being a successful leader is not just leading, it’s also bringing everyone together. The closer staff and students are, the better we move collectively as a unit.  

Aside from PLN’s, I quickly learned, the focal point of the DLL program was more about growth opposed to how much work an individual can produce. Once this occurred, I started to embrace and have fun with every class, project, discussion post, blog, and vlog. In return, I was learning, connecting with people, learning about new networks, and accomplishing tasks that I never thought of. I believe this is the true essence of the program, "connectivity with educators alike". We learned so much from one another and added those traits and findings to our personal lives and in our classrooms as well. Thanks to one of my students at my new campus, discovering my vlogs on YouTube, it has been spreading throughout the campus like a wildfire. I decided to keep the vlogging going by creating science experiments with students (with parents’ permission) random reflections to aid student growth, and a place where they can see their teacher doing what I love best. All of this wouldn't have been possible without this program and letting go by having fun and allowing growth to happen.

In return, authenticity throughout the entire portfolio is present. I naturally lead and it’s deemed necessary on my behalf to bring forth changes in our organization. Every tool, advice, ah-ha moment, Ted Talk, and instruction are all strategically embedded in this portfolio. I designed and will continue to design this portfolio for parents, students, and educators to learn from. Students want not just educational videos, but random topics as well. As mentioned earlier, they enjoy seeing me outside of the classroom and the vlogging aspect I believe is going to be the strongest aspect of the portfolio. As this occurs, a personalized connection will be established between the community and me.

This leads to creating a significant learning environment. I feel that the COVA approach and Creating Significant Learning Environments (CSLE) align with my learning philosophy. For this reason, I provide blended learning and enforce every aspect of blended learning. Providing multiple ways of teaching and learning will create the perfect CSLE. There’s no set way towards educating students and there’s no one perfect way to learn. By providing various ways of educating learners, more students will be connected and buy into the blended aspect of learning.

To learn more about blended learning, click here https://champcorey.wixsite.com/website/growth-mindset-1.

The more I embraced the “Growth Mindset”, “COVA”, and “CSLE”, my learning philosophy changed. I went from striving for answers present in this world to understanding it’s better to be in the unknown. It’s far better to understand that this process is a part of being a life-long learner and going into the unknown is thought processes that have yet to be unlocked. In order to unlock certain thought processes, we must embrace being a life-long learner. In the pursuit of happiness, naturally, it comes with constantly learning, evolving, and questioning everything. As I chose this route, sacrifices must be made for the greater good and certain aspects of life must change in order for growth to occur. As such, changes happen, mentally, physically, and spiritually, one must not feel guilty. For this reason, separation from certain aspects of life can happen. One may outgrow certain people, places, and ways of living. Overall, it’s ok because evolution equals growth, growth stems from learning, and learning creates separation in a positive manner. With this acquired knowledge, my transition to a life-long learner has been a major game changer and I’m always ready for more.  

 Throughout my journey in this program, I learned to let go. Meaning, in the classroom, I love to oversee everything imaginable. In reality, I would drive myself completely nuts! As I embraced and appreciated the fact of having a COVA approach in the program, the same way I felt, I want my students to have the same experience in the classroom. The more I learned about the COVA method, the more I started to let go in the classroom and allow students to take more ownership.

Having ownership over ones work is far more beneficial opposed to memorizing materials and testing over it. If ownership is not present does a learner really learn in such a matter? What everlasting experience has the learner gained from this process? Can they happily go home and explain the exciting concepts learned that particular day? If not, the students were not reached. Having a COVA mindset and illustrating this method in the classroom will allow students to have a more personalized effect towards learning. Just how I feel in love with the vlogging aspect of our portfolio, students will discover what they are good at. Once this occurs, learning will be beneficial because it becomes personalized and fun.

A good way to ensure the COVA and CSLE approach remains relevant is to magnify ‘learning intentions’ and ‘success criteria’. When the learning intention is established, this method creates a general outline of what is expected to be learned for the day. This gives learners an idea of what is expected and what should be learned in the classroom. It’s fine to give students choice and ownership, but without some sort of direction, they will have a tough time producing what is expected from their teachers. Once students have a layout of the lesson, success criteria can be implemented. In order for a success criteria to work, students must understand what has been learned and they must be able to explain in their own words what they learned and how they learned. For example, if I were to ask a student, hey, “how did your group solve this equation in your math station”? The students must be able to explain in their own words, the steps needed to solve a mathematical equation. Once this has been established, students have completed their objective. Reiterating a learning intention is not enough, understanding of the success criteria is what students need for this format to work.  

The main take away- learning at its finest. The only problem that could arise is crowd control. This has happened, but was quickly resolved. If students become too noisy or rowdy due to having more control of their work through small group- I always disburse their groups and switch to independent work for a short period of time. After a while, I pinpoint their shortcomings, go over what is expected and align them with their groups for a more student-centered approach. I do not want to be the dreaded “brick and mortar” teacher; I choose to be a facilitator and guide students in the right direction for a successful learning experience.    

What I like to do is have a controlled environment (to minimize behavioral issues) where students can work in small groups once instruction is completed. At the beginning of the week, especially if I’m introducing a new unit, we work with anchor charts. After an explanation and completion of anchor charts, we go into a mini-lesson. Once this has been completed, they disburse into small groups in which the COVA experience flourishes. Through embracement and utilization of this method, we succeed together as a team. Another bonus of this approach, I end up being the topic of discussion at the dinner table. In my book, that’s pretty cool!