​The COVA (Choice, Ownership, Voice, and Authentic Learning) approach emphasizes giving learners control over their educational experiences by enabling them to make choices, take ownership of their projects, and express their own voice through authentic learning tasks. This model fosters deeper engagement and motivation by making learning more relevant and meaningful to the individual learner (Harapnuik et al., 2018).

 

The COVA approach has transformed my learning methods, my approach to educating elementary school children, and has even improved my personal relationships with friends and colleagues. As a bilingual teacher, I first realized that I genuinely had choice, ownership, and voice through authentic assignments during the first session of the ADL program. Reviewing my blogs in preparation for this reflection, I could clearly see my growth over the past year. It has been a significant challenge for me as a Spanish speaker, but I have extracted parts of my blogs to share my past thoughts as I reflect on this experience with COVA and CSLE (Creating Significant Learning Environments).

​

​

My Initial Reaction 

 

When I was first given the freedom and responsibility to take ownership of my learning through the "Blended Learning for Spanish Bilingual Students" project, I felt a mixture of excitement and apprehension. While I was eager to embark on this innovative endeavor, I also felt uncertain about whether I was fully prepared for the challenge. However, I recognized the importance of seizing this opportunity to make a positive impact on my students' educational experiences.

​

To ensure that I was adequately prepared, I took proactive steps to equip myself with the necessary knowledge and resources, including the EDLD 5305 Literature Review. I engaged in extensive research on blended learning models, particularly focusing on their application in bilingual education contexts. Additionally, I sought guidance from mentors and colleagues who had experience with similar initiatives. Looking back, with the knowledge and experience gained from implementing the project, there are a few things I would do differently. First, I would allocate more time for thorough planning and preparation, ensuring that all technological tools and resources are effectively integrated into the curriculum. Additionally, I would prioritize ongoing professional development to stay updated on emerging trends and best practices in blended learning. Finally, I would cultivate a culture of continuous reflection and improvement, encouraging regular feedback loops to inform instructional decisions and enhance student outcomes. Overall, while I successfully adjusted to the learning style required for the project, I recognize the value of ongoing refinement to optimize the effectiveness of blended learning in bilingual education.

​

Taking Control of my own Voice

 

​Taking control of my own voice and focusing on my organization as the audience for my work presented challenges but also opportunities for growth and innovation. As a bilingual educator, I understand the importance of effectively communicating my ideas and strategies to both my students and colleagues. However, articulating my vision for "Blended Learning Strategies for Bilingual Students" required navigating complex pedagogical and linguistic considerations, most of which were learned and resolved during the process.

​

One of the challenges was ensuring that my message resonated with both English and Spanish-speaking audiences, as I aimed to cater to the needs of bilingual students and educators alike. Balancing the technical aspects of blended learning with the cultural and linguistic nuances of bilingual education required careful thought and consideration. Despite these challenges, I viewed them as opportunities to refine my communication skills and deepen my understanding of the intersection between technology and bilingual education. By actively seeking feedback from colleagues and incorporating diverse perspectives into my work, I was able to overcome these challenges and effectively communicate my vision for blended learning in bilingual classrooms.

​

Changing my organization

 

​​It was not difficult for me to adapt to the changes brought by the COVA master's and teaching apprenticeship, as I hope to change my organization with my innovation plan, "Blended Learning for Spanish Speakers." This plan is not simply a course requirement but a strategic effort to transform the educational experiences of Spanish-speaking students within my organization. By implementing a blended learning model, my goal is to empower these students with the English skills and cultural understanding necessary to succeed in an increasingly globalized world.

​

The "why" of the project, as learned in the Leading Organization Change class, emphasizes the importance of providing quality education and opportunities. The "how" describes a practical approach that combines digital resources and classroom experiences, while the "what" focuses on producing bilingual and bicultural individuals ready to meet diverse and competitive challenges.

​

Did COVA match my learning philosophy?

​

The COVA (Choice, Ownership, Voice, and Authentic Learning) approach and Creating Meaningful Learning Environments (CSLE) closely align with my learning philosophy, especially in the context of bilingual education. As a bilingual educator, I have always valued the importance of a personalized, student-centered education that allows students to take charge of their educational journey. The COVA approach emphasizes giving students choice and ownership over their learning, which resonates deeply with my belief that students, especially bilingual students, learn best when they are actively involved and have a voice in their learning process.

​

Creating Meaningful Learning Environments (CSLE) complements this by focusing on designing learning experiences that are meaningful and relevant to students. In my project, “Blended Learning for Spanish Bilingual Students,” this approach helped me integrate interactive digital resources with traditional classroom experiences, ensuring that learning is engaging and effective. Before encountering COVA and CSLE, my learning philosophy already included elements of student empowerment and engagement, but my experience with these approaches has deepened and refined my understanding. I mastered this by doing the work, focusing on self-differentiated leadership and bringing the organizational change process. The structured emphasis on student choice, ownership, voice, and authentic learning has provided me with concrete strategies to implement these principles more effectively in my teaching practice. As a result, my perspective on learning has evolved to incorporate a stronger focus on intentionally designing learning environments that foster authentic and meaningful learning experiences. I have become more intentional about creating opportunities for students to take ownership of their learning and ensuring that learning experiences are meaningful and connected to their lives. The implementation of the “Blended Learning for Spanish Bilingual Students” project has been a testament to this, allowing students to engage deeply in their learning process and navigate the complexities of bilingual education.

​

Creating meaningful learning environments in my organization

​

After analyzing and creating my work on "Blended Learning for Spanish Bilingual Students," inspired by the principles of a new culture of learning, I have come to deeply appreciate the importance of the COVA approach in fostering meaningful educational experiences. Reflecting on my innovation plan, I am committed to incorporating COVA because it aligns perfectly with my educational philosophy and goals. The principles of Choice, Ownership, Voice, and Authentic Learning are instrumental in creating significant learning environments that foster student engagement and intrinsic motivation. By providing students with choice, such as allowing them to select from various digital tools and interactive simulations, I can cater to their individual interests and learning styles. Encouraging ownership through project-based learning and reflection exercises helps students take responsibility for their educational journey and see the value in their efforts. Amplifying their voice through peer-to-peer activities and authentic assignments ensures they feel heard and valued while applying their language skills in real-world contexts. This holistic approach not only enhances language proficiency but also develops cultural competence and a sense of identity among bilingual students. The COVA approach empowers my students to actively participate in their learning process, making education a more meaningful and transformative experience.  

​

Giving my learners choice, ownership, and voice

​

As I reflect on my experience implementing the COVA approach and creating meaningful learning environments (CSLE) in my project "Empowering Bilingual Students," I can now appreciate the transformative impact these strategies have had on student engagement and learning outcomes. When I introduced choice, ownership, and voice through authentic tasks in English Language Arts - Narrative Writing Skills for bilingual students (2nd grade) modules, I witnessed firsthand how students became more engaged in their education. By offering personalized learning paths and project-based assignments, students took ownership of their learning journey, setting personal goals and reflecting on their progress. Peer learning activities and authentic tasks provided opportunities for students to collaborate, communicate, and apply their language skills in real-world contexts.

 

​

Additionally, by organizing professional development workshops and orientation sessions on transforming professional learning, I prepared my colleagues and students for the COVA and CSLE approach, fostering a culture of collaboration and continuous improvement. This approach was similar to the one carried out in a previous job involving usability and reflection.

​

I helped myself and helped others

 

This process has been immensely beneficial to me as an educator, particularly in understanding the needs and challenges that bilingual students face. Through implementing the COVA approach and Creating Meaningful Learning Environments (CSLE) in my instructional module project, I gained valuable insights into effective strategies for promoting student engagement, ownership, and voice in the learning process. By adapting assignments to align with students' interests and cultural backgrounds, I witnessed a noticeable increase in their motivation and enthusiasm for learning. This approach can similarly benefit other educators working with bilingual students by providing a framework for creating inclusive learning environments. By incorporating the COVA approach and CSLE principles into their teaching practices, educators can empower bilingual students to take ownership of their learning journey, develop essential language skills, and build cultural awareness

Looking back, I am proud of the progress we have made in creating dynamic and inclusive learning environments that empower bilingual students to achieve academically and personally.

 

Looking back, I am proud of the progress we have made in creating dynamic and inclusive learning environments that empower bilingual students to achieve academically and personally.

​