Part A
Where or when did you first realize that you genuinely had choice, ownership and voice through authentic assignments?
In my first course of the DLL program (EDLD 5305: Disruptive Innovation) we created an innovation plan. This involved identifying technology innovations and figuring out how to embrace them as opportunities rather than challenges. Upon hearing unfamiliar terminology, I thought that being a music major was going to be an obstacle in the DLL program. I had no experience with maker spaces, 1:1 learning, e-portfolios, or any other recommendation to build an innovation plan around. Of course, in order for that project to be completed, I had to do extensive research to figure out where I even wanted to begin! The professor of this course, Dr. Harapnuik, also made it clear to create an innovation plan that could actually be carried out in our field of work. This gave my research even more incentive because I wanted to choose a plan that would best work in my particular situation as a music teacher. This was my introduction to authentic assignments. I had a choice of where to go with my innovation plan, but that choice required self-learning by doing research. In addition, the e-portfolio we created really gave us ownership of how to display our proud work. The word innovation means to create something new, but students cannot be original within the constraints of a typical assignment. EDLD 5305 was a great example of how authentic assignments provide the student with an opportunity to be innovative.
What was your initial reaction when given the freedom and responsibility to choose to take ownership of your learning through an authentic project? Were you ready for this? If not or if so…what did you do?
Initially, I felt a little lost. Only a little because Dr. H. was very supportive and informative when asked questions. The resources and required readings gave knowledge on how to be disruptive and create change, but I wasn’t ready. It seemed overwhelming to be learning how to lead while actively creating a plan for change in my field. As I got deeper into the DLL program, different courses gave me different perspectives on leading change. One of the most influential lessons that helped me get more comfortable was the growth mindset plan.
What did you do to adjust to this style of learning? Knowing what you know now, what would you do differently?
I had to actively keep a growth mindset in order to adjust. When creating my growth mindset plan, I revisited challenging scenarios during my journey. I realized there were moments where I successfully applied the power of yet and times where I definitely carried a fixed mindset. Honestly, these were very vulnerable moments for me because I was not aware of the growth mindset. I always noticed my peers that weren’t afraid to be wrong and how they embraced challenges without hesitation. If I was knowledgeable of the growth mindset during those moments, I would have felt a lot less vulnerable. I would have applied the power of yet approached these situations as learning experiences while understanding that failure is a key step to success.
How difficult was it to take control of your own voice and focus on your organization as the audience for your work?
Taking control of my own voice was actually an easy task for me to accomplish. Focusing on my organization as an audience however was a bittersweet experience. It was such a great experience learning how to create change in my own particular field because of the connection I had with the work. It was proven to me during this program that students work harder when they have a connection with the assignment. Nicely done DLL.
Some students had mixed feelings toward promoting change in their organizations—how has your attitude toward leading change grown throughout the program?
I understand why some students had mixed feelings about leading change in their respective organizations. As I mentioned previously, focusing on my organization as an audience was a bittersweet experience. You never know how people are going to respond to your ambition. My classmates in the DLL program were all at different positions in their career and at various tenures. Some were used to promoting change already, some were new educators, some were experienced educators at new schools, and some weren’t in the education field. I honestly didn’t know if I would have the needed support from my team and administration to fully execute my innovation plan.
How authentic is your innovation plan; did you just create it to get through the course work or did you really hope to change your organization.
My innovation plan is 100% authentic and requires support from my campus. Not only that, but every piece of research and work I did in the DLL program was dedicated to my music students. I knew that this opportunity would aid in giving young musicians the best opportunity for learning, something I already have a passion for. I decided that the choir program would create electronic portfolios. I believe every single detail of my innovation plan will result in better musicians. Upon the success of e-portfolios in the choir program, I want to expand the formula to the general music curriculum. This will create a momentum for change that will last for years to come.
How does the COVA approach and Creating Significant Learning Environments (CSLE) align or not align with your learning philosophy?
The DLL program was designed to give you experience COVA and CSLE through a student’s perspective. As an educator, this approach definitely aligns with my teaching and learning philosophy. Students will either pursue music or not, but my job as an elementary music teacher is to give them the best experience with music possible. If I continue to create a fun informative learning environment, they will always appreciate music. Leaving students with a positive relationship with music is what matters to me as a music educator. Music educators need to understand that music is something that everyone enjoys in their personal life. There is no reason to not give students choice, ownership, and voice through authentic assignments in music class.
How has your perspective on learning and your learning philosophy changed? If there hasn’t been any changes explain why.
I majored in music education for my undergrad studies, so I thought would compare my learning philosophies as a young inspiring music student to my current philosophy as a grad student and 5th year music educator. As I’m looking through these old assignments, I already see a big difference. The work I was doing gave me little to no voice. I notice myself forcing my opinion into a lot of these assignments. My learning philosophy was so revolved around what I wanted to accomplish as a music educator. With teaching experience and graduate school experience, my philosophy is now revolved around what the students can accomplish. Music was the most important factor to me. Now, it is education. Digital learning has taught me so much about innovation and incorporating technology in the classroom that it has allowed me to focus on what is really important, the growth of the student. I now realize that music is simply my catalyst for teaching students how to use technology to take control of their learning and not being afraid to fail.
Part B
Will I continue to use the COVA approach to learning?
I absolutely WILL promote choice, ownership, voice, and authentic learning in my music classroom moving forward. I believe students and employees should operate under COVA, as giving these freedoms to learners piques their interest, which produces results. I will consistently encourage the COVA approach to learning as it creates a collaborative, reflective, and valuable learning environment. I focused strictly on the choir organization because my innovation plan highlights how technology can have an influence on keeping students involved in music as they progress through school and college. At the elementary level, choir students are the dedicated musicians that choose to pursue music beyond the general music class that all students take. Eventually, these practices that were originated during the development of my innovation plan will expand into the general music curriculum. One example of how I will continue to promote choice is by letting choir students decide on performance themes and songs. Music educators make the mistake of trying to force great results out of students that aren’t buying in to the performance. When students are performing songs they like, you notice their extra effort. Giving them ownership of the assignment involves letting them know their responsibility to the ensemble. I will make students aware that each of their individual efforts is meaningful to the success of the team. I created a course that teaches students various ways to go about executing a successful individual practice at home. Upon completion of this course, students will be able to own their practice routines and schedules. Besides their beautiful singing, the students also deserve voice in their learning. I will make sure they are always involved in the process and take all of their opinions and feedback seriously. A lot of their voice will be utilized via the freedom and expression of their e-portfolios. Lastly, I will give assignments that are meaningful by having the students focus their learning on becoming a better musician, something they strive to do. The main challenge that music educators have is trying to run and control everything. This is a challenge that I still face and have to be aware of putting the learning into the learner’s hands, even with elementary students. Naturally, I have visions and plans that I would like to play out, but it’s not about me. It doesn’t matter what type of show I want to put on, because I am not performing, they are. They are capable of operating technology and collaborating. I will face this challenge by continuously checking if my procedures align with COVA throughout the duration of the creative process.
Comentarios