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Addressing Fidelity of Implementation:
from a CBAM Perspective
Gene HallUniversity of Nevada, Las Vegas
Email: [email protected]
1Dr. Gene Hall
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
2Dr. Gene Hall
Alternative Perspectives for Defining the Innovation
• Perceived Attributes (Rogers
• Philosophy
• Goals/Standards/Outcomes
• Implementation Requirements
• Functions
• Behaviors/Actions
6Dr. Gene Hall
As Proposed by the Project Sponsor
As Specified in the Project Request
As Designed by the Senior Analyst
As Proposed by the Programmers
As Installed at Users Site
What the User Wanted 9Dr. Gene Hall
Components of Swing Innovation
Seat(a) (b) (c)
1 plank 3 planks tire
Hanger(a) (b) (c)
2 ropes 3 ropes 1 rope
Support(a) (b) (c)
tree sticks air11Dr. Gene Hall
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
12Dr. Gene Hall
IC Map elements
1) Component Name (dimensions, dim…)
a b c d
Variation Variation Variation Variation
- - - - - - -
example example example example
13Dr. Gene Hall
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?
14Dr. Gene Hall
Innovation Configuration Map for the Mathematics Program
Department of Defense Dependents Schools Arlington, Virginia
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 one-word answers.
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 one-word answers are used to check for student understanding. Isolated use of math vocabulary.
3) Teacher Poses Mathematical Tasks/Investigations {poses, frequency, open0ended questions, language}
15Dr. Gene Hall
Innovation Configuration Map for the Mathematics Program
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.
d
The teacher makes no attempt to communicate the mathematical connections in a lesson or investigation.
4) Teacher Helps Students in Making Connections {making connections among mathematical topics and/or other subject areas
Department of Defense Dependents Schools Arlington, Virginia
16Dr. Gene Hall
Innovation Configuration Map for the Mathematics Program
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.
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.
Department of Defense Dependents Schools Arlington, Virginia
17Dr. Gene Hall
Innovation ConfigurationMapping is
Reasons WHY…
IMPORTANTClarifying the vision
Turning philosophy into moving pictures
A tool for communicating what “it” is
A tool expanding possibilities
Self-monitoring
Identifying distinguishing features 19Dr. Gene Hall
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”
Reasons WHY…Innovation Configuration
Mapping isIMPORTANT
20Dr. Gene Hall
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?_
21Dr. Gene Hall
IC Map data Cluster Analysis IC Components
User# 1 3 6 7Lowest Cluster 1614 D D D F
0770 D G D F3566 D G C E
Low Cluster 7887 D C C E0025 C C C D
Highest Cluster 4335 A B B A3779 A B A A1002 A A A C3708 A A A B
Mixed Cluster 9676 C D B C 0717 B D B C
Majority A Cluster 0003 C B C C8084 A B B C4621 B B B C4126 B B B C6355 A B B B3308 B C B B8696 B B B B6995 B B B B
Majority B Cluster 3735 B B A D6865 B B B D0615 B C C C2799 B C B C2917 A B B D8927 B C B D
3679 B C B D 22Dr. Gene Hall
Thank You…
Hall & Hord (2001;2006, 2011). Implementing Change: Patterns, Principles and Potholes (Third Edition). Boston, MA:
Allyn and BaconHord, Stiegelbauer, Hall & George (2006)
Measuring Implementation in Schools: Innovation Configurations. Austin, TX: Southwest Educational Development Lab.
Email: [email protected]. Gene Hall