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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]