The COVA Framework: A vehicle for growth

The COVA learning approach (Choice, Ownership, Voice all exercised through Authentic learning) appears to be an educator's dream. This is the type of environment in which I feel I could maximize my own learning as a learner, but also wish I could effectively implement as a teacher. In the DLL program, the COVA approach brings a certain amount of freedom. I feel that I have much more liberty to interact and personalize the content as I apply it to my actual job and organization. I'm very fortunate to be in a position where I am able to immediately allow what we have learned to impact how I approach the very next workday. In other educational settings, there has always been pressure to answer exactly what I think professors or teachers want to hear. I admit that many times that has led to disingenuous answers and responses. The COVA approach seems to push authenticity as it engages the learner on a more personalized level. Giving choice, ownership, and voice places the learner into the driver seat of his or her own learning experience. I can honestly say that I am much more invested and engaged with our current content than I have been in previous academic settings.

But, yes, there's a but...

At the risk of sounding redundant, in regard to one of my previous posts, I am still wrestling with how to implement these progressive concepts into our primary and secondary schools. The reason for this struggle goes back to how our teachers and districts are rated and held accountable, at least in the state of Texas. Until this is modified, I think we are fighting an uphill battle when it comes to changing our learning environments. This is what typically happens in my school district. The non-tested subjects feel so much more freedom to give students choice, voice, and offer authentic learning experiences. These teachers allow for more creation, communication, collaboration, and design critical thinking projects for their students. Not all of those teachers do, but they are more willing to go outside of their mandated scope and sequence because they don't have the pressure of a benchmark every three weeks. The tested subjects are a different story, as you can imagine.

So what do we do? No, really - I'm asking...

I strongly believe in the COVA approach and other such learning environments. I also believe that most teachers want to create such environments for their students. If these practices are as effective and engaging as the research suggests, then we should treat them as if they were more than just a good theory. If we want teachers to move towards giving their students more authentic learning experiences, then that should be a part of their accountability. It seems unfair to push these methods, while still only being assessed by a standardized test. In other words, teachers need to have more choice, ownership, and voice in how they establish learning in their classroom.

If you have thoughts that will challenge me on this stance, please share them. I am open to any feedback. Again, this feels like a wrestling match in my mind, where I envision great change but see the roadblocks in the way. I need to hear different opinions that will help me process.

References

Harapnuik, D. (2018, July 14). COVA. Retrieved October 23, 2019, from http://www.harapnuik.org/?page_id=6991