CBAM
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Transcript of CBAM
(Ellsworth, 2000, pages 134-149)
THE INTENDED ADOPTER
Kelly CelmerMarian Moore
Stefanie Trentacoste
PRESENTED BY:
(Ellsworth, 2000, pages 134-149)
Background• First proposed by Hall, Wallace, and Dossett
• Change begins at the individual level, not the system level.
• Intended adaptor must facilitate how the change can benefit the client in order for the client to understand and adjust to the change appropriately.
• Focuses on their clients needs and progresso Individual (client) will either adopt or reject decision
themselves.
o Therefore, change must be applicable to relevant to client for intended change to occur.
CONCERNS-BASED ADOPTION MODEL
(Ellsworth, 2000, pages 134-149)
• Change facilitators only can offer strategies and support with the use of diagnostic tools.
• Use instruments to collect data to prescribe diagnostic interventions
This leads to specific strategies for implementation.
• Measure and administer multiple timeso Change is a process, not an event.o Change needs to be observed in practice rather than
discussed.
CONCERNS-BASED ADOPTION MODEL
(Ellsworth, 2000, pages 134-149)
CONCERNS-BASED ADOPTION MODEL
Stages of Concern
Describe Clients Feelings
& Affects
Levels of Use
Describe Clients
Behaviors & Actions
Innovation Configuration
s
Use Component Checklists
for Intended Clients
3 DIAGNOSTIC DIMENSIONS
http://www.youtube.com/watch?v=R7xLkLnNzLg&feature=related
STAGES OF CONCERN VIDEO
CLICK ON THE IMAGE
STAGES OF CONCERN
Stage 6: RefocusingI have some ideas about something that might work even better
Stage 5: Collaboration
“How might I integrate my use with other teacher’s use?”
Stage 4: Consequence
“What effect is my using it having on student’s learning?”
Stage 3: Management:
“Just using it is taking all of my time!”Stage 2: Personal
“How will using it affect me?”
Stage 1: Informational
“I would like to know more about it.”
Stage 0: Awareness
“I am not concerned about the innovation”
(Ellsworth, 2000, pages 134-149)
LEVELS OF USEVIDEO
• have not attempted to use the innovation
Level 0: Non Use
• learning the innovation
Level 1: Orientation
• gearing up for the first attempt
Level 2: Preparation
• focused on the routine aspects of using the innovation
Level 3: Mechanical
•stabilized usage
Level 4a: Routine
•considering changes and improvements
Level 4b: Refinement
• share learning and favorable outcomes with colleagues
Level 5:Integration
•Re-evaluate effectiveness and examine new innovation
Level 6: Renewal
LEVELS OF USE (Ellsworth, 2000, pages 134-149)
INNOVATION CONFIGURATION VIDEO
Innovcatio
• Change Facilitators o to ensure that they can use it to advise teachers and administrators
• Administrators o to ensure that the innovation as defined is consistent with their
vision.
• Teacherso to ensure that they understand what implementations is supposed
to look like in their classrooms.
• Evaluatorso to ensure that they understand what they are supposed to be
looking for when assessing implementation.
INNOVATION CONFIGURATION
(Ellsworth, 2000, page 142)
(Ellsworth, 2000, pages 134-149)
Key Components
IdealImplementation
Flawed Implementation
UnacceptableAdaptations
Technology
Pedagogy
Group Processes
Classroom Management
INNOVATION CONFIGURATION CHECKLIST
DIG DEEPER INTO CBAM
(Ellsworth, 2000, pages 134-149)
• Ellsworth, J. (2000). Surviving Change: A Survey of Educational Change Models. Washington, DC: ERIC Publications.
• Image retrieved from http://office.microsoft.com/en-us/images/results.aspx?qu=TEACHER&ctt=1#ai:MP900443080|mt:2|
BIBLIOGRAPHY
VIDEO RESOURCES
• Stages of Concern:• http://www.youtube.com/watch?v=R7xLkLnNzLg&feature=relat
ed
• Levels of Use:• http://www.youtube.com/watch?v=PsAf5wKEEvs&feature=relat
ed
• Implementation Configuration:• http://www.youtube.com/watch?v=A75fjhv866M&feature=relat
ed
• Dig Deeper into CBAM:• http://www.youtube.com/watch?v=6E3rarcATqU&list=PL17563
3190530CC61&index=1&feature=plpp_video