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