Part A
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When I decided to pursue my master's degree in the Applied Digital Learning program, I had no idea what challenges lay ahead. Although I already had my Bachelor’s degree from my home country, Puerto Rico, I had not experienced studying in the United States. This new adventure has been one of tremendous growth, both professionally and academically. Through this program, I have had the opportunity to learn independently, and at my own pace, and have also learned to work collaboratively in a group.
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I have had the opportunity to create an Innovation Plan and, along the way, I have acquired the tools to implement it. This experience has shown me that I am the owner of my learning. These experiences have helped me develop the skill of self-reflection and the ability to make independent decisions that lead to greater freedom and independence. This has greatly helped me to take ownership of my ideas and put them into practice by creating an Innovation Plan and seeking different sources of information, among them one of the most important, the opinions of my colleagues in my cooperation group.
My collaborative group has been a fundamental piece in achieving my goals. It is crucial to have people who guide, support, and provide valuable feedback to help develop our tasks, as we all share the same goal: success in ADL. Thanks to this group, I have been able to connect with different people and nationalities. They are now more than colleagues—they are friends. We have laughed, stressed, and had differing opinions, but in the end, we always reached a consensus.
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My group consists of William Tavarez. Ileana Cabrera and Luz Uribe. Together we have created a great community and I know that we will continue like this since we have created very close ties that will help and support us in our journey as educators.
Like any process, there was a period of adaptation. Initially, I faced numerous challenges and uncertainties. However, in this process, I was able to understand that the only way I was going to be able to fully adapt and be successful was by adopting a growth mindset. When I saw Carol Dweck's message, I realized that to be successful, we have to step out of our comfort zone and embrace the growth mindset to see things from a broader perspective. This approach helped me enter the unknown with confidence, knowing that it is okay to make mistakes; the important thing is not to give up. Embracing this mindset allowed me to turn obstacles into learning opportunities and view failures as a natural part of the growth process. This shift in perspective was crucial in helping me navigate the complexities of the program and maintain resilience in the face of setbacks.
To take control of my voice and focus on my organization as an audience I had to first change my mindset. After this, by being able to organize myself, I was able to achieve balance and therefore I was able to raise my voice in front of the school leadership and bring my concerns and ideas. This motivated me to want to be an agent of change for the good of our students and the school in general. Many times fear paralyzes us, but by having this change in mentality, we see it as something that must be done to improve if we want to have students and professionals with solid foundations in the future.
My innovation plan “Teaching STEM using Makerspace in Elementary School” is authentic and seeks to create a significant change in elementary school STEM (Science, Technology, Engineering, Math) teaching. Teaching STEM at an early age is as important as early exposure to literacy. This exposure at an early age will help us have students who are more eager to join the program and achieve great things.
The ideas of COVA (Choice, Ownership, Voice, and Authentic learning) and CSLE (Creating Significant Learning Environments) as presented in the video by (D. Harapnuik, 2017), align perfectly with STEM teaching and my learning philosophy created at ADL. Students actively participate, they are more independent as they take charge of their learning experiences. These approaches are of great help to educators as we create independent students ready for 21st-century education.
After this whole process, my perspective on learning has taken a significant turn. I no longer see learning as something necessary if we want to achieve a specific objective, but I see it as a fundamental part of our lives that leads us to explore and enter unknown areas, leaving our comfort zone and taking ownership of our learning, for thus demonstrating that we have a voice and power in our academic, professional process and life in general.
Part B
Since the implementation of these COVA and CSLE teachings has been of great benefit to me, I understand that school personnel must receive talks or training based on them so that they can also benefit. I will share my experiences and show the impact this has on students and people in general. We will always encounter resistance since the changes do not appear in the same way in all people and many may even think that it is a waste of time, but I will be in charge of demonstrating with my example how beneficial adopting this learning can be.
To provide my students with more options for ownership and voice in their learning, dynamic classes will be offered based on their interests that complement the STEM program which will connect with the classroom and the real world. This will help them when receiving feedback through reflections on the classes taken and what they learned in them. By implementing these strategies, students will be able to have an active participation in learning, encouraging them to take ownership of their learning and want to learn and explore new things every day.
To prepare my students and colleagues for the COVA and CSLE approach, I recommend various workshops where the benefits of these learning methods are promoted. We can also carry out small practices where the results can be seen and in this way capture the attention of the audience.
We know that there will always be resistance when implementing COVA and CSLE since many people resist changes because they are already used to doing things in specific ways. However, with good demonstration and communication, I understand we can achieve it. By providing clear examples of the benefits and successes of these approaches, we can help alleviate concerns and build trust among stakeholders. Additionally, involving educators and students in the planning and implementation process can foster a sense of ownership and collaboration, making them more likely to embrace the changes. Continuous support, training, and open dialogue will be essential in overcoming resistance and ensuring a smooth transition to these innovative educational practices
In conclusion, the COVA approach and the CSLE framework presented by Dr. D. Harapnuik, offer transformative potential for educational practices. By encouraging and leading students with choices, fostering ownership of their learning journey, amplifying their voice, and providing authentic learning opportunities, they cultivate a more engaging and meaningful educational experience. While resistance to change is normal, through demonstration, communication, and effective collaboration we can successfully implement these approaches. By adopting COVA and CSLE, we can create dynamic learning environments that not only improve academic achievement but also inspire a love of learning that extends beyond the classroom to last a lifetime.
References:
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Dwayne Harapnuik. (2017, October 31). CSLE+COVA explained [Video]. YouTube. https://www.youtube.com/watch?v=lby4-CQhIvI
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Dwayne Harapnuik. (2015, May 8). Creating Significant Learning Environments (CSLE). YouTube. https://www.youtube.com/watch?v=eZ-c7rz7eT4&t=371s
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TEDx Talks. (2014, September 12). The power of yet | Carol S Dweck | TEDxNorrköping [Video]. YouTube. https://www.youtube.com/watch?v=J-swZaKN2Ic