Reflection:
      “Why can’t they run with their ideas?” That has been a question I have continuously asked myself in my four years of teaching. When I assign my 5th graders a project, there is always a constant need for reassurance that they are doing things “the right way.” When instructions and expectations aren’t detailed in a step-by-step process, they view it as an obstacle, rather than a freedom to incorporate their voice and choice. I couldn’t wrap my head around why this was happening with my students until I shared a similar experience when I started this program. When I realized I had to make an innovation plan about pretty much anything I was passionate about concerning technology, I didn’t know where to start. The worst part was, I wanted my topic to be the right one. At that moment, I understood my students. Throughout my education and even in my few years of teaching, I’ve had to “color within the lines,” adhere to a set of guidelines with little room for deviation. I am not saying I wasn’t allowed to put my saucy spin on my projects or lessons, but not in the way my innovation plan was asking me to. If I remember correctly, I was constantly asking myself, “am I doing this right?” I related to my students more than ever at this point. I wanted them to take the initiative and run with their ideas without asking me every two minutes if it was okay for them to do it this way. But similarly, I was asking myself the same question every two minutes. It was only as I continued to lay out the foundation of my innovation plan that I began to trust myself. I realized this project would be as mine as I wanted it to be; and that because it was mine, I was to use the new learning in the program to enhance my plan. Over time, I realized that I had choice, ownership, and voice through authentic learning experiences. 

      Initially, when I started to create my innovation plan, I didn’t have a sense of ownership yet, so it did begin my plan as something I made for this program. As time progressed, I became more invested. Through 4DX, alternative PL, and instructional design, I began to believe more and more in my plan. Not attempting to implement my innovation plan felt like a waste of my time and efforts; more importantly, it was too good not to try. 

      For me, 4DX (Four Disciplines of Execution) put into real perspective the role that my organization would play as the audience of my innovation plan. It went from “yes, it would be cool to use iPads and coding to transform learning” to “how do I turn my innovation plan from an idea into something that could be a reality?” This is when the challenge set in, and a greater sense of ownership developed. 4DX created a significant learning environment (CSLE) for me. It made my innovation plan real and personal; it wasn’t just something I could try to implement in my organization; it turned into something that I constantly pictured and imagined implementing. It took my innovation plan idea and shaped it into a reality. 4DX pushed me to define and prepare for the role of each member of my organization. I had to identify resisters and prepare to help them buy-in and develop their own sense of ownership for what would become our innovation plan. Following 4DX allowed me to create a significant learning environment fitting my organization. At first, I was definitely skeptical and uneasy about attempting to implement change in my organization. When you are inside, a member yourself, you get to know your stakeholders, so I was very aware there would be pushback and resistance. This was the most challenging part of planning an innovation plan that would promote change in my organization. I had to get over my fear of how people would react and just go with it. 

   My learning philosophy revolves around providing students with real-world student-centered experiences that allow them to create their conclusions about their learning. The COVA method is an organized learning approach that focuses on the whole child and active learning. I hope to build a flexible learning environment and that promotes collaboration. The COVA method helped me enhance my approach to teaching; it helped me understand what my students experience as learners. It has helped me understand that learning initiative and independence develop over time. I can’t expect innovative learning products from the first time I provide them with an assignment that aligns with student-centered methods. Understanding that giving students a choice in presenting their learning and projecting their voice will develop lifelong learners. 
 
Application:
   The instructional design reinforced my application of the COVA method within my instruction. Through independent and collaborative assignments that provide real-world learning opportunities, any innovation plan could be achieved. As a teacher to my students and other stakeholders within my organization, I need to become the facilitator and guide in their learning. We must reach the stakeholders’ hearts; they need to believe in our need for change as much or even more than I do. Ensuring that they genuinely believe in our plan for change is the first and most crucial step. I have the planning and resources prepared. I have enough preparation to make my plan a success through my innovation plan outline, 4DX plan, alternative PL plan, instructional design plan, and other plans created through the DLL program. 

   My learners have already begun to experience some of the COVA method in their learning. The most important thing I’ve realized is that it takes time to develop independent thinkers, it takes time to help students build ownership in their work, and it takes time to build confidence. There has to be constant practice, a practice that allows learners to feel natural in their choices to achieve these things.