Buy-In for the Concerns-Based Adoption Model (CBAM): Adapting CBAM to Increase Student Ownership of Learning Strategies

• In Event: The Tight-Loose Paradox Around Instructional Models: Where Do I Stand as a Teacher Leader?

Abstract

Purpose: I use self-study to gain a better knowledge of “How do I adapt the Concerns-Based Adoption Model (CBAM) to increase student ownership of learning strategies?” (Hall and Hord, 2020). After feeling the weight of student disengagement and lack of motivation during (and after) the pandemic, I am exploring the middle ground of ways for teachers to help students reach success while students “own” their strategies and gain more autonomy.
Theoretical Framework: I see opportunities to serve others through the lens of liberation. This study is also grounded in Rosenholtz’s (1989) social-organizational framework. Both the structures of the school and the social interactions within it inform my approach.
Contextual Framework: After being an urban middle school English teacher and literacy coach, I am now a suburban English 9 collaborative teacher.
Methods and Data: I use self-study to make evident my thinking through reflective cycles of decision-making (Hamilton, et al., 2008). My teacher research group colleagues serve as critical friends who continuously check the trustworthiness of my data cycles and conclusions (LaBoskey, 2004). My data for written reflective cycles include student work samples, calendar, data from Google Forms surveys, “one-legged interviews” with students, observations from student-led conferences, and experiences as reflected in PLC notes. During my reflection cycles, I use data from three CBAM tools to make and reflect on instructional decisions: Innovation Configuration maps, Stage of Concern, and Level of Use. Journaling will also help me to keep track of my own thoughts and decisions during this journey.
Substantiated Conclusions: This is a preliminary paper for an ongoing study. Reflective cycle data will be included in the final paper in a narrative format with the cycles embedded as graphics. I have found I need to be very intentional when planning my first 20 days of instruction and making sure that I build in time to check in on my students using the CBAM questions to find out their Stage of Concern and Level of Use. I need to determine what it looks like for me to assist the students who know the strategy but aren’t using it/choosing not to do it versus aiding the students who still need more help with learning or applying the strategy. I am currently exploring how to reframe this for teachers so it is not “one more thing” in a mountain of other things they need to do. I’m exploring how I can make it seem less daunting and more realistic for classroom use.
Implications: Students need to be active participants in their own learning! I am also hoping that these findings can be beneficial for professional learning communities and vertical alignment in my new school. We found so much strength as educators networking and collaborating together during the pandemic, and my hope is that this research will also be something that can be replicated in other content areas and grade levels.

Author

• Megan K. Babb, J.R. Tucker High School