COVA
Choice, Ownership, & Voice through Authentic Learning
Learn more about COVA here: http://www.harapnuik.org/?page_id=6991
A Few Thoughts on the COVA Model
I was introduced to the COVA model during a Digital Learning class through Lamar University. It has fascinated me and I look forward to learning more and integrating this learning model into my classroom and sharing it with colleagues throughout the district. Our education system needs a revolution! Our system is outdated and is not adequately preparing our students for real life. How much do you remember from your k-12 education? How much do you remember from college? Why do you remember the things that you do? If you're like most people, there's a high likelihood that you have forgotten a good amount of what you were taught unless you are using the information on a regular basis. The experiences I remember most were when I was invited to be an active participant in the learning experience, not just regurgitate information, but actually invest in what I was doing. I remember the toothpick bridge competition in Physics because it was hands on, I had creative control over my design, and I was applying our learning in an authentic experience. All the things the COVA model embraces.
Choice. Students thrive when given choice. I thrive when given choice. Choice is empowering and has a direct correlation to ownership. This is the first attribute of the COVA learning model and is essential in establishing the culture and context for learning. I was raised in a school system where expectations were dictated by the teacher with very little opportunity for choice. According to Draeger and Wilson (2016), "The power of choice—where students have input regarding what and how they learn, coupled with individualized opportunities to demonstrate their understanding—begins the empowering transfer of the control of learning to the rightful owner." We need to shift learning to the students and serve as facilitators of guided discovery.
Ownership. COVA works within the frame of guided discovery. Providing choice is the first step to ownership. Ownership increases engagement and motivation. An important aspect in promoting ownership, is allowing students to self-assess and reflect on their learning and progress.
Voice. There is a plethora of resources for how to empower student voice in your classroom. You don't have to do them all at once or every day, but giving students voice allows them to connect with the content and express their learning in a more meaningful way. Snelling (2016) offers 8 suggestions for incorporating choice into your classroom: brainstorm, debate, vote, survey, student-led conferences, social media, genius hours and projects.
Authentic Learning. Providing meaningful learning experiences for our students means that we allow them to control the "what" and "how" of their learning (Stamps, 2004). Students will work harder and demonstrate learning in creative, meaningful ways because they are invested in the outcome. We need to create classrooms steeped in authentic learning that allows students to apply their knowledge in real world scenarios. According to Stamps (2004), "When students are actively involved in planning and executing their own authentic learning experiences, the teacher's role becomes that of the primary support person—guiding students' thinking and gathering resources. The teacher must be enthusiastic about learning and provide encouragement." Authenticity requires a shift from teacher to facilitator.
References
Draeger, C. & Wilson, D. (2016). How to give students more control over their learning. Retrieved from https://www.edweek.org/tm/articles/2016/03/08/give-students-more-control-over-their-learning.html.
Snelling, J. (2016). 8 ways to empower student voice in your classroom. Retrieved from https://www.iste.org/explore/articleDetail?articleid=719&category=In-the-classroom&article=.
Stamps, L. (2004). The power of authentic learning. Retrieved from http://www.ascd.org/publications/classroom-leadership/oct2004/The-Power-of-Authentic-Learning.aspx.
Choice. Students thrive when given choice. I thrive when given choice. Choice is empowering and has a direct correlation to ownership. This is the first attribute of the COVA learning model and is essential in establishing the culture and context for learning. I was raised in a school system where expectations were dictated by the teacher with very little opportunity for choice. According to Draeger and Wilson (2016), "The power of choice—where students have input regarding what and how they learn, coupled with individualized opportunities to demonstrate their understanding—begins the empowering transfer of the control of learning to the rightful owner." We need to shift learning to the students and serve as facilitators of guided discovery.
Ownership. COVA works within the frame of guided discovery. Providing choice is the first step to ownership. Ownership increases engagement and motivation. An important aspect in promoting ownership, is allowing students to self-assess and reflect on their learning and progress.
Voice. There is a plethora of resources for how to empower student voice in your classroom. You don't have to do them all at once or every day, but giving students voice allows them to connect with the content and express their learning in a more meaningful way. Snelling (2016) offers 8 suggestions for incorporating choice into your classroom: brainstorm, debate, vote, survey, student-led conferences, social media, genius hours and projects.
Authentic Learning. Providing meaningful learning experiences for our students means that we allow them to control the "what" and "how" of their learning (Stamps, 2004). Students will work harder and demonstrate learning in creative, meaningful ways because they are invested in the outcome. We need to create classrooms steeped in authentic learning that allows students to apply their knowledge in real world scenarios. According to Stamps (2004), "When students are actively involved in planning and executing their own authentic learning experiences, the teacher's role becomes that of the primary support person—guiding students' thinking and gathering resources. The teacher must be enthusiastic about learning and provide encouragement." Authenticity requires a shift from teacher to facilitator.
References
Draeger, C. & Wilson, D. (2016). How to give students more control over their learning. Retrieved from https://www.edweek.org/tm/articles/2016/03/08/give-students-more-control-over-their-learning.html.
Snelling, J. (2016). 8 ways to empower student voice in your classroom. Retrieved from https://www.iste.org/explore/articleDetail?articleid=719&category=In-the-classroom&article=.
Stamps, L. (2004). The power of authentic learning. Retrieved from http://www.ascd.org/publications/classroom-leadership/oct2004/The-Power-of-Authentic-Learning.aspx.