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Stages of Concern about Personalized Learning           [CBAM: Concerns Based Adoption Model]In facilitating change, you n...
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CBAM: Stages of Concern about Personalized Learning

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Change is not easy. You can use this chart with descriptions for each stage to determine what concerns you or other educators may have around personalizing learning. We designed strategies to guide change for each stage. Go to this site to download this chart and learn more: http://www.personalizelearning.com/2013/02/cbam-stages-of-concern-about.html

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CBAM: Stages of Concern about Personalized Learning

  1. 1. Stages of Concern about Personalized Learning [CBAM: Concerns Based Adoption Model]In facilitating change, you need to know what concerns you or other educators may have about personalizinglearning, especially their most intense concerns. These concerns will have a powerful influence on theimplementation of change and how they will sustain the transformation to personalize learning. CBAM offersseveral ways to identify these concerns. As an educator and/or change agent, you can use this CBAM model ofPersonalized Learning (PL) to identify concerns, interpret them, and then act on them.Stages Descriptions Strategies to Guide Change Awareness • May or may not know about PL.  Involve teacher in discussions. • May or may not be ready to change  Share enough information to stir interest. roles and let go so learners own their  Provide environment allowing all questions. learning.  Minimize gossip and inaccurate sharing.Informational • Wants to learn more about PL.  Share information through all forms of • Curious what will happen to their role media. as teacher and how to start with the  Be enthusiastic and encourage those that are learner. taking risks to share what they are doing.  Help see how moving to PL relates to their teaching practice. Personal • Concerned about how changing their  Realize that these concerns are common and role will affect their effectiveness. legitimize the existence of concerns. • Does not want to look foolish in front  Connect teachers with similar concerns and of their learners. those who will be supportive. • Might say what’s in it for me?”  Share small steps that are attainable. Management • Wants practical suggestions before  Explain details of specific strategies to PL. jumping in.  Offer the “How” in small steps. • Needs help with specific problems.  Help teachers create learning plan with realistic goals based on how they learn best. Consequence • Wants to know how PL will impact  Share lessons or projects that encourage learners and academic achievement. learner voice and choice. • Concerned about how it will impact  Share research that provides evidence of their teaching and relationships with learning and change in teaching practice. learners. Collaborative • Interested in sharing lessons and  Provide teachers opportunities to attend projects with other teachers. conferences or visit other teachers that PL. • Encourages learners to co-design  Provide common planning time to discuss lessons and projects with them. what’s working and learn from each other. • Participates in a Professional Learning  Encourage teachers to team teach and Community or Community of Practice connect using social media. around PL. Refocusing • Offers support to other teachers.  Encourage teachers to research and test new • Leads the way to transform to learner- ideas and strategies with learners. driven environments.  Provide access to all resources so they can • Writes and speaks about PL and refine their ideas and put them into practice. importance of transforming teaching  Allow teacher to take risks and share results. and learning. CBAM: Stages of Concern on Personalized Learning. Bray & McClaskey. 2013. Creative Commons License. adapted from Hord, S.M., Rutherford,W.L., Huling-Austin, L., & Hall, G.E. Taking Charge of Change. ASCD For more information, contact Personalize Learning, LLC [www.personalizelearning.com]

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