Facilitation Innovation

The first part of the COVA ebook shares the author’s experiences of struggling in the traditional factory model of education. It then goes on to identify the constructivist learning approach, “a learning theory that suggests that humans construct knowledge and meaning from their experiences” (Harapnuik, 2018). My first thought was that I had the opposite experience from the author in my traditional schooling. I was well suited to school and excelled at checking the boxes, memorizing information and passing tests. This course is the first time I am really exploring other educational theories. I find I am having to dig deep to overcome the educational expectations I have of the factory model and take ownership of my learning. 

In my work now, I am looking through the lens of working with adult learners. Adult learners who are also teachers! Just like I did, they may have their own educational expectations walking into my Professional Learning events. I believe there is great value in creating significant learning environments in which the learner is given choice, ownership and voice through authentic learning opportunities (CSLE+COVA). I am now facing the challenge of determining how I can best provide authentic learning opportunities for adults learning to implement a specific curricular program. Especially when many teachers I am working with do not have a choice in whether or not to use the curriculum.

Despite not always having a choice about the curriculum that teachers are asked to use with their students, I find that the vast majority of teachers want to use a program that will work for their students to help them make gains in their reading skills. Therefore they are invested in understanding how best to implement the Reading Horizons program. During our time together in the PL event I want to allow them to have as many hands-on, or authentic learning opportunities as possible. I want to model and allow teachers to practice all aspects of the program, while also providing the foundational program knowledge that they will need to have a successful implementation.

It honestly feels overwhelming to shift to the CSLE+COVA approach. I really appreciated the information in Chapter 2 of the COVA ebook about building on the positive. For example, anything we do for the learner will improve achievement (Hattie, 2009). “The key is to focus on the things that improve achievement the most, like student expectations, feedback in a trusted relationship, and authentic learning opportunities” (Harapnuik, 2018, p.13). I think that in a RH PL event it’s important to have clearly identified objectives, then to quickly build rapport and trust so when I give feedback and feedforward to learners during authentic learning opportunities it will make more of an impact.

When thinking about creating a significant learning environment there are several factors that need to be considered. For my innovation plan I am proposing a blended learning approach for RH PL events. As I think about the design and implementation of my innovation plan, I want to be sure to create the conditions for the learners to flourish (Robinson, 2010). I am learning so much from this reading and want to continue to allow this new information to help me do better in my innovation planning and in my day to day work facilitating effective PL events.

References

Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018, January). COVA Choice, Ownership and Voice through Authentic Learning. Retrieved September 22, 2022. 

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge. 

Robinson, K. (2010, May 24). Bring on the learning revolution! [Video file]. Retrieved from https://youtu.be/r9LelXa3U_I