Addressing Fidelity of
Implementation:
from a CBAM Perspective
Gene Hall
University of Nevada, Las Vegas
Email: gene.hall@unlv.edu
Dr. Gene Hall
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Key Assumption
• Change is a process, not an event
• There is a personal side
• An organization does not change until the
individuals within it change
• There is developmental growth
• The innovation may be changed during
implementation
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Concerns Based Adoption Model
CBAM
Team
User System Culture
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Tests
New Practices
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Alternative Perspectives for
Defining the Innovation
•
•
•
•
•
•
Perceived Attributes (Rogers
Philosophy
Goals/Standards/Outcomes
Implementation Requirements
Functions
Behaviors/Actions
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As Proposed by the
Project Sponsor
As Proposed by the
Programmers
As Specified in the
Project Request
As Installed at Users Site
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As Designed by the
Senior Analyst
What the User
Wanted
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Developer
Teacher C
Teacher A
Teacher
D
Dr.
Gene Hall
Teacher B
Teacher E
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Components of Swing Innovation
Seat
(a)
1 plank
(b)
3 planks
(c)
tire
(b)
3 ropes
(c)
1 rope
(b)
sticks
(c)
air
Hanger
(a)
2 ropes
Support
(a)
tree
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Innovation Components and variations
Component 1: Grouping
Variation a: Individualized
Variation b: Several small groups
Variation c: One heterogeneous group
Variation d: One homogeneous group
Component 2: Materials Usage
Variation a: Uses a combination of materials
Variation b: Uses program materials only
Variation c: Uses textbook only
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IC Map elements
1) Component Name (dimensions, dim…)
a
Variation
b
Variation
- -----example
example
c
d
Variation Variation
example
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example
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Key Questions
• 1. What would I see when the innovation
is in use?
• 2. What would teachers be doing?
• 3. What would students be doing?
• 4. What I would is see/hear around the
classroom?
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Innovation Configuration Map for the
Mathematics Program
Department of Defense Dependents Schools Arlington, Virginia
3) Teacher Poses Mathematical Tasks/Investigations {poses, frequency,
open0ended questions, language}
a
Teacher poses open-ended
problem, highlights
mathematical aspects and
asks students to determine
how to figure them out.
Open-ended questions are
used to pose problems, not
only at the beginning but
also throughout the lesson.
Teacher uses mathematical
language to present
tasks/investigations.
b
Teacher identifies
mathematical aspects of
tasks/investigations and
explains how to figure them
out. Teacher directions are
clear. Some mathematical
language is used. Some
open-ended questions are
asked.
c
The teacher presents the
activity with little or no
explanation. Teacher uses
little or no mathematical
language. Some teacher
directions are clear. Nearly
all questions require oneword answers.
Dr. Gene Hall
d
Teacher structures activity
and directs students/
activity. Questions requiring
one-word answers are
used to check for student
understanding. Isolated use
of math vocabulary.
e
Teacher presents/explains
isolated concept or
procedure and assigns
individual student work.
Questions requiring oneword answers are used to
check for student
understanding. Isolated use
of math vocabulary.
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Innovation Configuration Map for the
Mathematics Program
Department of Defense Dependents Schools Arlington, Virginia
4) Teacher Helps Students in Making Connections {making connections among
mathematical topics and/or other subject areas
a
The teacher guides the
student sin making
connections within the
discipline of mathematics
and/or to other subject
areas.
The teacher elicits
connections from the
students based on the
context of the lesson or
investigation.
b
The teacher tends to state
the mathematical and/or
other subject area
connections. Teacher
elicitation of connections
from the students is
minimal
c
The teacher states only
the mathematical
connections in the lesson
or investigation. The
teacher makes no
attempt to elicit
connections from the
students.
Dr. Gene Hall
d
The teacher makes no
attempt to communicate
the mathematical
connections in a lesson or
investigation.
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Innovation Configuration Map for the
Mathematics Program
Department of Defense Dependents Schools Arlington, Virginia
12) Focusing on Student Learning Student Communication Using Mathematical
Language {sharing, language, student interaction, listening}
a
Students routinely share and
explain their mathematical
thinking in oral or written form.
They listen and respond to
ideas and other ways of
thinking. Mathematical
language is used regularly and
correctly to describe and
clarify. Disagreements are
settled by recourse to
mathematical reasoning.
b
Teacher has norms and
procedures governing
materials and student
behavior. They are
somewhat unclear or
inconsistently applied.
c
Teacher has not clearly
established norms and
behaviors governing materials
and student behavior.
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d
Students talk to each
other not about
mathematics but about
procedures or mechanics
of the task. They only
partially listen to what
others say.
e
Students rarely share or
explain their mathematical
thinking or procedures in
any form.
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Tests
Fidelity
Low - - - - - - - - - Medium - - - - - - - - - Hi
New Practices
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Reasons WHY…
Innovation Configuration
Mapping is
IMPORTANT
Clarifying the vision
Turning philosophy into moving
pictures
A tool for communicating what “it” is
A tool expanding possibilities
Self-monitoring
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Identifying distinguishing features
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Reasons WHY…
Innovation Configuration
Mapping is
IMPORTANT
Truth in packaging
Validating use in the outcome studies
Program Evaluation
Setting parameters for franchising
Target training (development and
Delivery)
Testing effects of different
configurations
To be able to point out what is NOT “it”
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One workshop IC ratings
TSP Summary of Teacher Configurations
Teacher 1.Units 2. Use of 3.Student 4. Process/ 5. Assessment
Taught Materials Grouping Content
SS
__a__
__b_
__b__
__a__
___c_
TT
__a__
__c__
__c__
_b/a_
__c__
UU
__a__
___a_
___a_
___c_
__b__
VV
__a__
___a_
___a_
__a__
___a_
WW
___d_
___c_
__c__
___d_
__c__
XX
__d__
___b_
___c_
_____
__c?_
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Lowest Cluster
Low Cluster
Highest Cluster
Mixed Cluster
Majority A Cluster
Majority B Cluster
Dr. Gene Hall
1614
0770
3566
7887
0025
4335
3779
1002
3708
9676
0717
0003
8084
4621
4126
6355
3308
8696
6995
3735
6865
0615
2799
2917
8927
3679
IC Components
User#
1
3
D
D
D
G
D
G
D
C
C
C
A
B
A
B
A
A
A
A
C
D
B
D
C
B
A
B
B
B
B
B
A
B
B
C
B
B
B
B
B
B
B
B
B
C
B
C
A
B
B
C
B
C
6
D
D
C
C
C
B
A
A
A
B
B
C
B
B
B
B
B
B
B
A
B
C
B
B
B
B
7
F
F
E
E
D
A
A
C
B
C
C
C
C
C
C
B
B
B
B
D
D
C
C
D
22 D
D
Concerns Based Adoption Model
CBAM
Team
User System Culture
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How does IC relate to
student learning?
• Implementation Bridge
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Tests
New Practices
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Thank You…
Hall & Hord (2001;2006, 2011).
Implementing Change: Patterns, Principles
and Potholes (Third Edition). Boston, MA:
Allyn and Bacon
Hord, Stiegelbauer, Hall & George (2006)
Measuring Implementation in Schools:
Innovation Configurations. Austin, TX:
Southwest Educational Development Lab.
Email: gene.hall@unlv.edu
Dr. Gene Hall
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