The Concerns-Based Adoption Model (CBAM) identifies teachers' concerns about an educational innovation and their level of use of the innovation in the classroom. The CBAM assesses teachers on a stages of concern scale from 0-6 regarding their feelings about the change, and a levels of use scale from non-use to renewal regarding their implementation of the innovation. Applying both the stages of concern and levels of use dimensions can help describe teachers' positions and inform further implementation support activities.

1. CURRICULUM IMPLEMENTATION
MODELS
Concerns-BasedAdoptionModel(CBAM)
Developedby Halls and Loucks(1978)

2. 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.

3. 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.

4. 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:

6. 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.

7. 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.

8. 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 ).

9. -
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.

11. THE APPLICATION
 In 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.

12. The SoC The LoU
Awareness Non use
Informational Orientation
personal Preparation
Management Mechanical
Routine
Consequence Refinement
Collaboration integration
Refocusing Renewal

13. -
Done by:
Ghada Mohamed Ezzat.
Ghada Mekheimar Seyam.
Professional diploma