CURRICULUM IMPLEMENTATION MODELS

Concerns-Based Adoption Model (CBAM)

Developed by Halls and Loucks (1978)

THE MODEL’S PURPOSE:

The Concerns-Based Adoption Model identifies the various levels of teacher concern about an innovation and how the teacher is using the innovation in the classroom. The model was developed to assist in the description of teacher behavior during this process.

THE CBAM CENTER:

The CBAM presents two dimensions for describing change:

(1)Stages of Concern about the Innovation (SoC) ,which describes the feelings of the teacher toward the change.

(2)Levels of use of innovation (LoU) which describes the performance of the teacher using a new program.

1-STAGES OF CONCERNS

When confronted by a change, new teachers develop various reactions that are related to their feelings toward the change and their thoughts about its impact on their classroom. Hall et al.(1977)call the expression of these feelings and thoughts “concerns” . These concerns are developed according to some stages as following:

4-consequence: The focus is on relevance of the innovation for students, evaluation of student outcomes, including performance and competencies, and changes needed to increase student outcome.

5-collaboration:the focus is on coordination and cooperation with others regarding use of the innovation.

6-refoucusing :the focus is on exploration of more universal benefits from the innovation, including the possibility of major changes or replacement with a more powerful alternative.

0-awareness:Little concern about or involvement with the innovations is indicated.

1-Informational A general awareness of the innovation and interest in learning more detail about it is indicated. The person seems to be worried himself in relation to the innovation.

2-Personal:Individual is uncertain about the demands of the innovation, his/her inadequacy to meet those demands, and his/her role with the innovation.

3-Management:The focus is on the processes and tasks of using the innovation and the best use f information and resources.

2-LEVELS OF USE

The LoU dimension of the Concerns-Based Adoption Model focuses on what teachers actually do with a new program; it doesn’t attempt to explain causality( what you are doing here not why you are here).

Eight levels of use are described. Each level of use is illustrated according to three things:

1- A teachers behavior ( the different levels of use will develop as the teacher's skill level increases ).

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2- A decision point : indicates what actions the teacher must take to move to the next higher level.

3- different categories: it is possible for a teacher to show different levels of use in different categories ( knowledge , Acquiring information , sharing….). See Figure 11.2 page 64.

THE APPLICATIONIn order to obtain the relevant information, both the SoC and the LoU scales would need to be used. The SoC will assist in defining the reasons for those particular levels, and the LoU will describe the activities of the teachers.

The SoC and the LoU dimensions of the CBAM can be used to describe teacher position in relation to the use of a new program.

The knowledge gained from the application of this model can then be used to facilitated further implementation activities.

The SoC The LoU Awareness Non useInformational Orientation

personal Preparation Management Mechanical

Routine Consequence Refinement Collaboration integrationRefocusing Renewal

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Done by:

Ghada Mohamed Ezzat.

Ghada Mekheimar Seyam.

Professional diploma