Evolving Teachers' Practice Through Collaboration

What are the Concerns-Based-Adoption-Model (CBAM) and the Substitution Augmentation Modification Redefinition Model (SAMR)?

In order for TLs to support teachers and help teachers evolve in their practice, it is necessary for TLs to have an understanding of the CBAM Model and the SAMR Model.  The CBAM is a model for change in the individual (Nationalacademies.org, 1987). The CBAM consist of seven levels (see diagram below).  The following video further explains the CBAM model.  

The following document provides ways to support a teacher through the different levels of the CBAM model, in addition to outlining the stages of concern.









The SAMR Model helps teachers evaluate technology use in their learning and practice, (Educational Technology and Mobile Learning, 2018)    It consists of four levels as seen below from Kathy Schrock’s website (Kathy Schrock's Guide to Everything, 2018).  

Since many school districts have embraced GAFE, here is an example of the SAMR Model that is more aligned with GAFE.

The following video is also helpful in understanding the SAMR Model (Common Sense Education, 2016).

Collaboration with Teachers

Teacher A-Mrs. G

On the CBAM Model, Mrs. G is at the Information level.  While she is aware of GAFE, she still wants to know more about how it works and she is not sure how to “work” it into her practice. On the SAMR Model, she is currently practicing some of the tasks outlined in above diagram, at the Substitution level.  She is using technology for research on Google, read PDF files, and read emails.

Mrs. G is an older teacher who is not very comfortable with technology.  She is a high school teacher and teaches Grade 8 Math, Science, and Socials.  We have had a few lunchtime discussions about the possibility of integrating more technology into her practice and she had expressed a willingness to try but does not know how to get started.   In our discussion, Mrs. G would like to make use of GAFE with her Socials 8 class and possibly with her Science 8 classes as well.  For someone like Ms. G, who is reluctant to use technology as a part of her practice, I think it is important to be mindful of where she is at and start off with small changes in her practice.  One idea Mrs. G brought forth was her desire to get her classes set up in Google Classroom.  To start, she wanted to set up her Science and Socials class first and be able to create assignments for each class.  We decided to meet after school to work on this.  On our first meeting, I walked her through the entire process and encouraged her to ask any questions she may have while I demonstrated to her how to set up her Science class.  I also showed her how to comment on assignments submitted to her and return assignments to students. Mrs. G was to set up her Socials class before our next meeting.  On our next meeting, Mrs. G was very happy to share with me that her Social 8 class has been set up in Google Classroom.  She expressed that it was fairly easy after seeing me set up the Science class on Google Classroom.  She is now interested in adding documents to each of her classes, such as marking rubrics and assignments for each of the classes.  She is off to a good start and has expressed that she wants to continue and build on this new addition to her practice.  

Teacher B-Ms.C

On the CBAM Model, Ms. C is at the Management level.   Aside from the technological aspect, Ms. C is concern about some of her students’ behaviour in the computer lab or on chrome books and how she was going to maintain control of the classroom. On the SAMR Model, she is at the Augmentation level.  Ms. C is somewhat comfortable with technology and has used technology to some degree in her practice.  However, she just only started using Google Classroom and Google Docs with her class in the last little while. 

Ms. C is an elementary school teacher and teaches grade 5.  She is a caring and a dedicated teacher.  She feels she needs to make some changes to her practice to keep it fresh for her students and herself.  In our discussion, she had mentioned that she had done portfolios with her students in the past.  I suggested the idea of creating e-portfolios with her students on Google Sites.  She initially, felt overwhelmed by this idea but eventually warmed up to it after I reminded her that she had already done the hard part already. Since she had already done portfolios with her students in the past, she already has a good idea of what she wants to include in the portfolio.  Ms. C is also nervous about how to get all her students on Google Sites since neither she nor her students have explored Google Sites yet.

To start, Ms. C and I met during collaboration time to discuss what she wanted to include in the student e-portfolios.  Once, there was a working outline,  I then guided her through Google Sites on how to create an e-portfolio template for her students to use. I showed her how to get Google Sites turned on by the District Technology Co-ordinator. I also suggested that once the students have created their portfolios, they can share and comment on each other's e-portfolio.  Of course, students will need to have a lesson on how to make comments on their peers' portfolio.  Actually, many lessons will come from this project, among which includes, teaching students to create videos, sounds, and links to their e-portfolios once their portfolio framework is set up.  Ms. C's practice will be evolving and as a result, so will her students' learning.



References

Common Sense Education (2016). What is the SAMR Model? [video] Available at: https://www.youtube.com/watch?v=9b5yvgKQdqE [Accessed 2 Mar. 2018].

Educational Technology and Mobile Learning. (2018). SAMR Model Explained for Teachers. [online] Available at: https://www.educatorstechnology.com/2013/06/samr-model-explained-for-teachers.html [Accessed 2 Mar. 2018].

Edugains.ca. (2018). Cite a Website - Cite This For Me. [online] Available at: https://www.edugains.ca/resourcesDI/DIVideoLibrary/KarenHume/AssociatedFiles/CBAM.pdf [Accessed 3 Mar. 2018].

Kathy Schrock's Guide to Everything. (2018). SAMR. [online] Available at: http://www.schrockguide.net/samr.html [Accessed 2 Mar. 2018].

Nationalacademies.org. (1987). The Concerns-Based Adoption Model (CBAM): A Model forChange in Individuals. [online] Available at: http://www.nationalacademies.org/rise/backg4a.htm [Accessed 3 Mar. 2018].

SEDL (2011). Introduction to the Concerns-Based Adoption Model (CBAM). [video] Available at: https://www.youtube.com/watch?v=6E3rarcATqU [Accessed 2 Mar. 2018].