COVA is the learning approach offering learners Choice, Ownership, and Voice through Authentic learning opportunities to create a Significant Learning Environment (CSLE) Where students are the center of the process and grow into their full potential. This framework can contribute to change and transform the learning process and the environment. The CSLE–COVA encourages us as teachers to adjust the style of teaching and to use our experience background correctly; our knowledge about the student’s cultural identity; our capacity to reflect on our daily performance; our desire to find authentic experiences for students; and the passion to coach learners to be a master teacher.

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Definitions

- Choices 

When allowing students to decide on more than two possibilities, to follow the ways they feel best represents their knowledge to build ownership and authenticity. (Wolpert-Gawron, 2018)

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- Authentic Learning 

 It is a form of assessment where learners are asked to perform real-world tasks that can demonstrate meaningful application of essential knowledge and skills. (Mueller, 2018)

 

-Student's voice

It is the student input in their education aligning according to the values, beliefs, perspectives, and cultural backgrounds to the instructional topics and the way the students learn. (Benner et al, 2019)

 

- Ownership

It is when learners are motivated, engaged, self-directed, and when they can monitor their progress and can reflect on their learning based on mastery of content. (McClaskey, 2018)

 

           The process of learning needs to be active, dynamic, and flow naturally. Similarly as the process that a bird has from the nest until it is independent. Some take more or less time depending on the ability of each individual. I started the full process of implementing a significant learning environment in the Techies Club (after-school program). Using the strategy of “Free Libre Open Sources” (FLOS), collaborative groups of students with different abilities and skills, who follow their agenda from a list of choices. With the FLOS engagement, collaboration, and participation of learners increase, because the strategy allows them to work on their growth mindset naturally, with choices, ownership, voice, and authentic assignments. When I observed the behavior and the efficiency with the implementation of the COVA in the club on each student. I started to implement in Math Pre AP classes choices, voice, and authentic assignments, while I controlled ownership to follow the district requirements and school recommendations for the standardized tests (STAAR Test). In academic and lab classes students have choice and voice. The authentic projects and assignments were voluntary with the Pre AP mini-projects on display, to motivate the rest of the students. While ownership was the same for all math classes. It was powerful to demonstrate throughout data that giving the learners choice and voice through authentic learning opportunities paid off. Not only on the standardized tests, but also on the learning environment to empower the students. Most of my students were engaged in creating a meaningful project; learning from each other, and collaborating to help their classmates with interactive presentations between them. 

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       Having Pre AP, Academic, lab students in math, and guiding the Techies Club in school; gave me a bigger picture to understand in the praxis, the differences between the two contexts of education. Allowing me to move back and forth from Competency-Based Education in my math classes to Outcome-Based Education in the Techies club and vice versa. Allowing me to implement gradually COVA elements in my regular Math classes to observe the effectiveness. While the Techies club immersed in COVA. Where members came willingly to my classroom after school, to enjoy learning and continue their growth mindset. Connecting their outcomes products to their style of learning, in a collaborative and Free Libre Open Sources (FLOS) culture environment. Where the learners are the center of the learning process with choices, ownership, voice, and agency over their learning. Students can construct new ideas or concepts based upon their past and current knowledge. The outcome of the Techies Club was the result of the quality of a mental process; mastering the topic critically; and emphasizing the integration of knowledge. My daily observation in both contexts helped me to reflect, evaluate, change, and refine my teaching practice.

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The most relevant challenges presented on the implementation of COVA in a regular Math 6th class that I found are:

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1)   The grade level principal was emphatic that the school is focused on the district curriculum and the standardized tests (Math 6th and ELA 6th) to improve the school’s ranking in the State of Texas.

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2) The time limitation on math (40 minutes period) did not allow to expend a minute on something different that cover the skills to prepare learners for the STAAR test.

Most of the activities related to COVA were as a home enrichment and extension.

 

3)  The continuous pressure for the result of the standardized tests is the most relevant goal for the district that pushes school administration and teachers to focus on the test scores. From COVA was restricted ownership.

 

4) The school’s fear (administrators and teachers) to change or to fail in the standardized curriculum and tests. Teachers are distress due to poor evaluations or no extent contracts. Contributed to ignore the implementation of COVA.

 

 5) Incorporating coding and robotics concepts in problem-solving into math lessons.                                

            These reasons reduce the possibilities to implement the COVA approach in regular Math 6 classes in Title I schools. However, COVA has been successful and effective on Techies Club (after-school enrichment programs with authentic learning experiences).

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           In conclusion, the best way to help learners in disadvantaged communities to succeed is to give them choice, ownership, voice, and authentic learning (COVA) with rigor and relevance. So they cannot lose their curiosity and their capacity to questioning. Our role is to create an environment that engages and motivates students to be analytic, deep thinkers, problem solvers, and to develop technology skills that prepare them for the requirements of the world. Instead of just preparing them for the standardized test with no connection with the learners' environment. However, it is important to create a balance and adjust the interpretation of the actual education (standardize curriculum) and the projection of education that the digital world requires. It is also important to understand that each student is unique and learns differently. Some need different percentages or degrees of applicability, according to the circumstances of each student to learn. The concepts of ownership require deeper analysis and discussions on a title I school, to dissect the pros and cons of this strategy in fragile learners and communities.

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References

Benner, M., Brown, C., & Jeffrey A., (2019, Aug 14) Elevating Student Voice in Education.  Retrieved from https://www.americanprogress.org/issues/education-k-12/reports/2019/08/14/473197/elevating-student-voice-education/

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Harapnuik, D., (2015, May 9) Creating Significant Learning Environments (CSLE) Retrieved from http://www.harapnuik.org/?page_id=7495

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 Harapnuik, D., (2016, Jun 16) Mapping Your Learner’s Journey. Retrieved from http://www.harapnuik.org/?p=6420

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Harapnuik, D., (2017, Oct 22) What to Expect from the Digital Learning and Leading Masters Program. Retrieved from  https://www.youtube.com/watch?v=zqZU2jB3tZI

Harapnuik, D., (2017, Oct 31) CSLE + COVA Explained. Retrieved from  http://www.harapnuik.org/?page_id=6988

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Harapnuik, D & Thibodeaux, T., (2018, Jun 19) Outcome-based Education vs Competency-based Education. Retrieved from https://www.youtube.com/watch?v=ctEqxCr7ZUg&t=8s

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Harapnuik, D., (2018, Jul 4) Change in Focus Part A.  Retrieved from  https://www.youtube.com/watch?v=8NrD8HMyu0M

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Harapnuik, D., (2020, Jan 9) CSLE Module 3. Retrieved from https://mail.google.com/mail/u/0/#inbox/KtbxLthKNxspdXCnctfLfDcMVfLJczlMbq?compose=new

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Harapnuik, D., (2021, Jan 8) How to Change the World One Learner at a Time. Retrieved from http://www.harapnuik.org/?p=8515

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McClaskey, K., (2018, Nov 18) Ownership to Learning: What that Really Mean. Retrieved from https://kathleenmcclaskey.com/2018/11/18/ownership-to-learning-what-does-it-really-mean/

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Mueller, J., (2018) Authentic Assessment Toolbox. Retrieved from

http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm

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Serdyukov, P., (2017, Abril 3) Innovation in education: what works, what doesn't, and what to do about it? Journal of Research in Innovative Teaching & Learning.  Retrieved from https://www.emerald.com/insight/content/doi/10.1108/JRIT-10-2016-0007/full/html

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Wolpert-Gawron, H., (2018, Nov 18) Why Choice Matters to Student Learning. Retrieved from https://www.kqed.org/mindshift/52424/why-choice-matters-to-student-learning

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