Teaching languages in a digital environment presents unique challenges and opportunities that require a constant adaptation of educational methodologies. In this context, the COVA approach (Choice, Ownership, Voice, and Authenticity) becomes a valuable tool for empowering students in their learning. This work focuses on designing and implementing an online Spanish course, analyzing the strategies adopted and the results obtained. As we explore the impact of Blended Learning and the need for effective communication, key lessons emerge that benefit students and enrich my teaching practice.

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1. Identification and Reflection on Components and Work Completed

   The design of the online Spanish course began with a clear vision grounded in the COVA (Choice, Ownership, Voice, Authenticity) approach and the theory of Blended Learning. Initially, the project was structured for Klein ISD, with modules tailored to its specific educational context. However, after transitioning to Cleveland ISD, I decided to use Google Classroom as the leading platform instead of the one previously used. This decision was based on the convenience and free accessibility of Google Classroom and the desire to maintain ownership of the course. This choice ensures that the work completed is preserved with each district change and allows the course to continue growing and adapting to new needs and contexts. By adopting an independent platform, I ensure that the course can evolve continuously, integrating various educational approaches and reaching a more diverse audience over time.

 

Literature Review

   The development of the course greatly benefited from structured research on Blended Learning. In the first phase, I explored the concept of Blended learning and its application in different educational contexts, which provided a solid foundation for the course design. Later, I researched how Blended Learning adapts to foreign language learning and acquisition, focusing on Spanish. This detailed research not only provided crucial insights into the effectiveness of the method in language teaching but also allowed the course to be adjusted to the particular needs of Spanish students. Thus, the project was enriched with an evidence-based approach, ensuring the course design was theoretically solid and contextualized to maximize student learning.

 

Action Research Design

   To evaluate the impact of blended learning on Spanish acquisition, I designed an action research plan following the guidelines of Craig A. Mertler. From August 2024 to June 2025, this plan is structured in planning, implementation, observation, and reflection phases. This methodological approach facilitates the collection of relevant data and the continuous adaptation of the project based on the results obtained. The research cycle allows for real-time adjustments to teaching strategies and course resources, ensuring that the study aligns with the initial objectives and effectively responds to the emerging needs of students. Following Mertler's guidelines, the plan ensures rigorous implementation and reflective evaluation, promoting continuous improvement in educational practice and student learning.
 

Blended Learning Implementation Plan

   The blended learning implementation plan was carefully structured to maximize the effectiveness of the Spanish course. In this initial stage, where the course is conducted through Google Classroom,  priority is given to the use of technological tools that allow smooth interaction and communication between students and the content without the need for in-person meetings. The weekly modules are designed to integrate digital and collaborative activities in a balanced way, fostering active student participation in an entirely virtual environment.

   Each module includes interactive activities facilitating autonomous learning, discussions, and collaborations at a distance, leveraging technology's potential to connect students in real-time or asynchronously. This digital approach promotes flexibility and strengthens the connection between theoretical content and its application in real-world contexts through exposure to the student's environment without needing a traditional physical classroom.

   By focusing on activities encouraging online interaction and distance collaboration, the plan aims to provide students with a rich and diverse educational experience tailored to different learning styles and designed to strengthen Spanish language mastery in authentic contexts. Technology becomes the bridge that facilitates blended learning, enabling students to interact meaningfully with content, peers, and the teacher from anywhere.

 

Capstone Reflection: Integration of the COVA Approach

   Integrating the COVA approach into my educational methodology has significantly transformed my teaching practice. This approach allows for deeper personalization of learning by offering students the freedom to choose their learning paths and take responsibility for their development. Including student voice in decision-making has fostered a more dynamic and participatory environment where students feel valued and motivated. Moreover, by focusing on the authenticity of learning, I have sought to ensure that activities are relevant and connect with students' real-life experiences, making Spanish learning more meaningful and applicable. This adaptation has enriched my teaching practice and enhanced student engagement and self-efficacy, making a noticeable difference in their academic and personal development.

 

Assessment Strategies

   In designing the Spanish course, I developed continuous assessment strategies encompassing interpretive, speaking, and writing tasks. Interpretive tasks allow students to demonstrate their understanding of Spanish materials by interpreting texts and audio, ensuring they can critically analyze and understand the content. Speaking activities focus on students' ability to communicate effectively in Spanish, promoting conversational and pronunciation skills in authentic contexts. Finally, writing tasks assess students' ability to express their ideas clearly and coherently using the structures and vocabulary learned. This variety in assessment strategies facilitates a more comprehensive measurement of student progress and promotes the balanced development of their linguistic skills in different areas.

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2. Identify where you are in your innovation project. What, if anything, do you have to complete? By when?
   Currently, I am in the implementation phase of my innovation project, which focuses on an online Spanish course based on the Blended Learning approach. The course content is already structured into weekly modules with activities designed to foster interaction through technological tools. However, there are still a few key elements that need to be completed before the October 2024 deadline:

• Initial Student Assessment: I must conduct a diagnostic assessment to establish a baseline of the student's language skills. This is crucial for adjusting the course activities according to individual needs and ensuring a personalized experience.

• Data Collection and Analysis: While the course will formally begin in early October, I am developing a more detailed system for continuous tracking and assessment. This will allow me to collect structured and practical data on students' progress, which will be analyzed throughout the study.

• Refinement of the Communication Plan: I am finalizing a more concrete plan to engage parents and maintain clear and effective communication with students. This includes setting up regular feedback mechanisms to inform students about their progress and keeping parents updated on their children's performance and goals.

   With these pending tasks in mind, I plan to complete them before the course begins in early October to ensure everything is well-organized for the first deliverable, scheduled for October 2024. This will allow me to optimize the course to provide a practical and personalized learning experience from the beginning.

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3. Analyze, assess, and reflect on the learning process you have undergone by working on your innovation project.
   The learning process I have undergone while working on my innovation project has been challenging and deeply rewarding. I have had to continuously adapt my approach, integrating active and collaborative learning principles and a growth mindset. Throughout this journey, I have kept my "why" at the core of my work: to provide a more authentic and meaningful learning experience for my students.

    The most exciting aspect of this process is that, even though I have a clear vision, I recognize that the project is not a final product. It constantly evolves and grows as I move forward, and new ideas emerge that I want to implement. This flexibility has allowed me to adjust my strategies and avoid settling for a rigid design.

   The COVA methodology has fundamentally shifted my perspective. It has allowed me to truly take ownership of the project while giving students the autonomy to take control of their learning process. This has transformed how I see my role as an educator and strengthened my leadership skills, making me more reflective and flexible in evaluating educational strategies' success. I have learned to value the process as much as the outcome and see mistakes as opportunities to improve and grow for myself and my students.
 

4. What worked? (from a design perspective and based on previous research):

Implementation of Blended Learning:

   Evidence suggests that blended learning can increase student engagement and motivation by combining online and in-person activities. According to Horn and Staker (2014), blended learning allows students flexibility in their education, adapting to different styles and individual needs, which can enhance participation and academic performance. Additionally, a study by Bernard et al. (2004) found that online learning combined with in-person components results in a higher engagement level and better outcomes than traditional methods.

Continuous Assessment Strategies:

   Research highlights the importance of continuous assessment for real-time adjustments to the teaching process. According to Black and Wiliam (1998), continuous assessment helps identify areas where students need more support, allowing teaching to be adapted accordingly. Moreover, a study by Hattie and Timperley (2007) demonstrates that formative feedback during the course significantly improves student performance by enabling them to reflect and adjust their learning.

Weekly Module Structure:

   Organizing the course into weekly modules provides a framework that facilitates progress tracking and time management. Studies on instructional design have shown that a modular structure allows students to focus on specific goals and better manage their workload (Merrill, 2002). Furthermore, the modular approach can improve information retention and student satisfaction by providing an organized and accessible structure (Schneider & Preckel, 2017).

 

5. What Could You Do Better?

Enhanced Communication with Parents and Students:

   While the "Parent Lounge" and introductory modules have been created, there is room to improve communication with families to boost their participation and support from the start of the course. Epstein (2011) highlights that proactive communication between schools and families strengthens parental involvement and enhances student performance. Additional strategies such as parent orientation sessions, regular updates via email or school platforms, and feedback surveys could be implemented to better align communication with family needs.

 

Improved Monitoring of Student Progress:

   Practical teaching benefits from precise tracking tools. Continuous monitoring allows for timely and personalized instructional adjustments, significantly enhancing learning outcomes (Black & Wiliam, 1998). Utilizing detailed rubrics, Learning Management Systems (LMS) with performance analytics, and self-assessment surveys will provide a comprehensive view of student progress. Regular reviews and one-on-one meetings can also offer direct and timely feedback.

 

6. What Lessons Have You Learned?

Flexibility in Course Design:

   A key lesson has been the importance of flexibility in course design. While initial planning is essential, adapting materials and activities to meet students' evolving needs is crucial. Flexibility in instruction enhances adaptability and effectiveness (Tomlinson, 2001). This experience has underscored the need to anticipate challenges and develop contingency strategies to ensure full student participation and benefit.

 

Continuous Assessment and Feedback:

   The value of constant assessment and feedback has been a significant lesson. An assessment system that allows for real-time adjustments is fundamental for course success. Timely feedback is critical for learning progress and academic performance (Hattie & Timperley, 2007). This insight reinforces my commitment to integrating continuous assessment and feedback mechanisms to enhance student learning.

 

Proactive Communication with Families:

   In the course, I have learned the necessity of proactive communication with families for success. Epstein (2011) stresses that effective communication strengthens collaboration and support. This lesson has highlighted the importance of creating efficient communication channels and keeping families actively involved in the educational process.

 

Structured Module Design:

   Another critical lesson has been the importance of a well-organized course structure. A clear modular design aids in content management and helps students follow the course more effectively. A structured approach provides a coherent and accessible learning experience (Biggs & Tang, 2011). This realization has emphasized the need for detailed planning and systematic module creation.

 

7. How Do You Plan to Promote and Communicate Your Innovation Project?

Utilizing Digital Platforms:

   I will use digital platforms like social media, the course website, and email to reach a broad audience. Through these channels, I will share regular updates on the project's progress and key achievements. Anderson et al. (2012) note that digital media enables wider reach and real-time information sharing.

 

Organizing Informative Sessions and Workshops:

   I will host informative sessions and workshops to present the project to students, parents, and colleagues. These sessions will detail the project's objectives, methodology, and benefits and provide a platform for feedback and questions. Direct in-person or virtual interaction fosters relationships and ensures stakeholder understanding (Davis, 2008).

 

Creating Communication Materials:

   I will develop engaging materials such as digital brochures, infographics, and explanatory videos to summarize the project's purpose and outcomes. These will be distributed through digital channels and available on the course website. Diverse visual formats can enhance comprehension and retention (Mayer, 2009).

 

Collaborating with the Educational Community:

   Collaborating with educators and administrators will help promote the project within the school community. Working with colleagues and school leaders will amplify the project's reach and support its implementation through institutional backing (Fullan, 2007).

 

Continuous Feedback and Adjustments:

   A system for ongoing feedback will be implemented to assess and refine the project's promotion and communication strategies. Surveys and data analysis will guide adjustments to improve clarity and effectiveness (Hattie & Timperley, 2007).

 

8. Knowing What You Know Now, What Key Things (If Any) Would You Do Differently?

   Reflecting on the innovation project, I would have prioritized proactive communication with parents and students. Epstein (2011) underscores the impact of early communication on parental involvement and academic success. Organizing informational meetings and sending detailed communications early on would have been beneficial.

   I would also have utilized more precise tracking tools from the start. Black and Wiliam (1998) emphasize that continuous monitoring facilitates effective teaching adjustments. Implementing detailed rubrics and a learning management system (LMS) would have provided timely responses to student needs.

   Integrating digital technologies earlier would have been advantageous. Anderson et al. (2012) suggest familiarizing students and parents with technological tools enhances course effectiveness. Early introduction to these technologies eased adaptation to the digital environment.

   Encouraging active student participation from the outset is crucial for engagement and success. Deci and Ryan (2000) argue that involving students in course design enhances motivation. Implementing strategies to engage students would have improved their learning experience.

 

9. How Would You Apply What You Have Learned to Your Next Innovation Project?

   I will focus on several critical areas for future innovation projects to improve implementation and effectiveness. I will establish proactive and consistent communication with parents and students from the beginning, as Epstein (2011) suggests that keeping families informed is vital for academic success. This will include organizing informational sessions before the course starts and providing regular updates.

   I will also enhance student progress monitoring using advanced tools. Black and Wiliam (1998) highlight that continuous assessment allows for real-time instructional adjustments. Incorporating learning management systems (LMS) for detailed tracking will enable early identification of needs and timely adjustments.

   Integrating digital technologies from the start will be a priority. Anderson et al. (2012) note that early introduction to digital tools facilitates smoother adaptation. I will familiarize students and families with the technological tools used in the course.

   Finally, I will encourage more student participation in course design and decision-making. Deci and Ryan (2000) emphasize that involvement in the educational process boosts engagement and motivation. I will incorporate activities that allow students to influence course content and structure, enhancing their motivation and learning outcomes.

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