Part A: COVA Reflection

When I first began the Med ADL program, I was intimidated by the unknown. However, as I progressed, I realized that the program offered more than just knowledge; it was an opportunity for personal growth as a learner and an educator. When I started my master's degree, I supported special education for four years, acquiring a broad vision of various academic contents. I let myself get carried away by the routine, and when I think about it today, it only occurs to me that that routine was made out of love, with the sole intention of accompanying and taking care of my children at school. I never intended to become a teacher; I just wanted to improve my limitations with the language and take advantage of the work environment and its need for change. This learning journey quickly became an incredible and unforgettable experience that made me realize it was time to change my approach.

Gaining Control of My Learning.

However, I soon realized I had more control over my learning process than I had thought. The COVA approach shifted my perspective on education. Previously, I adhered to rigid structures, but the freedom to approach assignments on my terms allowed me to develop a personal learning process. This was challenging initially, but it empowered me to trust my instincts and take ownership of my growth. Initially, I saw this freedom as a challenge since I was used to structured environments and an opportunity to redefine my learning journey. Breaking away from societal pressures to conform was one of the COVA approach's most challenging but rewarding aspects. It allowed me to align my learning with my authentic self rather than external expectations. Society often pushes us to conform to labels and please others, but by liberating myself from those pressures and embracing my authentic self, I found a profound sense of freedom, free from the need to justify my choices or actions to anyone.
 

Innovating.

The first big task was to define the innovation plan and build an electronic portfolio. Successfully implementing this unique opportunity required research, innovation, and the daring spirit of breaking the barriers of conventional thinking to find something that could help someone in the learning process. For example, when I developed my electronic portfolio, I realized the importance of integrating real-world solutions into my assignments, which required innovative thinking and a break from traditional methods. The tasks consisted of actions that I had to do regularly, perform several of them, and use critical reflection to adapt to this new type of learning.

Constructing Connections.

Creating a working group took work; I consulted my peers, those I thought were most similar to me, to no avail, forcing me to exchange ideas with others who were somewhat different. At least culturally, that is how I began my process. At first, it was individual work; over time, it became group work. By collaborating with colleagues from diverse backgrounds, I gained new perspectives and approaches to problem-solving, which ultimately strengthened my ability to adapt and innovate in my learning. This way of thinking was vital in the adaptation process, which helped me gain more confidence to direct my education towards growth mindset one and growth mindset two. Carol Dweck's “power of yet” message has been fundamental.

Feedback and Support.

After all, I felt lucky; what I feared most was nothing more than a trick of my mind to sabotage the process. I confirm how important it is to interact with colleagues and receive and provide feedback. It took me time; it was not until halfway through the program that the group consolidated. Being part of an incredible group has made this journey even more meaningful. My companions have essential energy when strength is lacking. My group is brutally honest, almost that voice of conscience that forces you to make those necessary changes to create your best version. My core group includes amazing colleagues Neylly Guedez and Joyce Torres, whose constant feedback and collaboration helped refine my ideas and approaches.

Regaining Control of My Voice.

Regaining control of my voice required effort. I never knew how to express my thoughts in a manner that would get my organization’s attention. Nevertheless, over time, I developed the confidence to advocate for blended learning initiatives in my organization, using the feedback from my peers to sharpen my message and align it with our school’s objectives.

Leading Change.

I have changed my approach to leading change throughout the process. At one time, I thought leadership belonged only to specific individuals, those in charge. Over time, I realized that as an educator, I can change my environment depending on my ideas and actions. The change came because I adopted the growth mindset, seeking to improve and leading with understanding.

Innovation Plan.

I can attest that my innovation plan was not just a task to complete the program but a genuine effort to implement blended learning in my classroom. By doing so, I aimed to create lasting change and provide students with a more engaging, flexible learning experience. As a teacher, I ensured that my students adopted a change in their learning mode: the blended learning system. This plan indicates continuous improvement and an effort to make learning experiences valuable and worthwhile.

Thinking About Learning.

COVA and CSLE theories are highly compatible with my learning philosophy. I also understand the concept of student autonomy and the ability to design courses that allow students to take responsibility for what they learn. These approaches have only strengthened my principles of authenticity, voice, and choice in education.

This view of learning has drastically changed my experience. From this perspective, I no longer see learning as a straight line but as a continuous and holistic growth process in various spheres of life. This transformation has reshaped my teaching and personal philosophy, reinforcing my belief in the power of student autonomy and authentic learning.​​​​​​