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Promoting Integrity (vs. Fidelity) of Implementation

Jeffrey D. WilhelmBoise State University

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Our Essential Question:

• What is integrity of implementation? Why and how should we promote it?

Subquestions:• How does integrity of implementation differ from fidelity of implementation?

• How do we want teachers to use curriculum and curricular resources to teach? How do we want leaders to professionally develop those in their community?

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Thought Experiment: What is expertise and how is it developed?Think of a particular area of skill and knowledge: How do people become more expert in this area?

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Thought Experiment: What is expertise in teaching? How is it best developed?• What is expertise in

teaching and how do people develop it?

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Would you rather . . .

That you could read, follow, and deliver on a recipe

OR

That you understood the chemistry of cooking, the history of cuisine, and the science of flavor so that you could adapt, refine, or even make up your own recipes?

Do you want to cook something or to know, do, and think about cooking like a chef?

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Would you rather . . .

That you could read, follow, and deliver on a recipeORThat you understood the chemistry of cooking, the history of cuisine, and the science of flavor so that you could adapt, refine, or even make up your own recipes?

This is the issue of curriculum delivery (information transmission/pedagogy of poverty) versus the flexible and creative use of principles and research to plan and differentiate instruction based on student needs (whole group, small group, individuals) which is teaching for transformation and the pedagogy of EMPOWERMENT.

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Would you rather have a teacher . . .

Who delivers the curriculum as it is laid out OR Who enlivens, extends, explores, and differentiates the curriculum—or even invents curriculum using principles of expert practice and based on student needs in the specific learning context to meet needs of a whole group, small groups, individuals . . .

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Would you rather have a teacher . . .Who delivers the curriculum as it is laid out OR Who enlivens, extends, explores, and differentiates the curriculum—or even invents curriculum using principles of expert practice and based on student needs in the specific learning context to meet needs of a whole group, small groups, individuals . . .

This is the difference between the teacher as a delivery person (INFORMATION TRANSMISSION) and the teacher as a professional meaning-maker who positions learners as meaning-makers (TRANSFORMATIONAL TEACHING).

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Fidelity vs. Integrity of Implementation

Fidelity is following a script geared to a fictional “average” class (authoritative/compliance).vsIntegrity of Implementation is understanding a mental model and adapting instruction so that specific learners will progress towards mastering and internalizing that model (internally persuasive/independent use; flexibility to respond to specific human beings in specific contexts with their specific needs in mind).

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The Myth of Average: For learners, for contexts, for performance, for . . .• Faulty methodologies, faulty populations • Faulty findings• All reducing the complexity of how we understand learners, contexts,

development, and development of expertise

Fidelity and the “Myth of Average” https://www.youtube.com/watch?v=4eBmyttcfU4 (1:08 to 5:44)

What are the parallels to education? Try to find at least 5!!!

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Designing on average destroys capacity; it undermines engagement and learning . . . Strengths and weaknesses become invisible and are not addressed.

What are the parallels to education? Try to find at least 5!!!

How much of the problem is just poor design?

How can we design curriculum and instruction (where a combination of motivating contexts of use, methods and materials meet) that “goes to the edges” and nurtures the development of every individual, learners and teachers?

Parallels to ARC?

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What we need . . .

is not fidelity of implementation (do exactly what the curriculum or someone else says to do)

BUT

more integrity of implementation (teach expertly to do what matters most and works best for your learners while accommodating local needs and circumstances).

This requires pedagogical content knowledge: knowing HOW to teach learners HOW to do things more like experts do them.

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Teaching with Fidelity or with Integrity

• Is a theoretical decision.• Has huge effects and

consequences on teachers and learners, their motivations, engagement, and achievement.

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Curriculum/Teacher-Centered• Information Transmission. Repetition is the End of Learning.• One Right Answer• Information is:

• Linear• Accepted• Invariable• Factual

• Past Orientation• Fixed Mindset towards Learning and towards Knowledge• Authoritative• Compliant

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SO, the teacher . . .

• Delivers the curriculum with fidelity.

• Is the sole authority and judge.

Learners have no place in doing the subject or creating meaning.

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Student-Centered

• Discovery, Natural Learning on One’s Own is the Goal• Pursue Personal Interests; Come Up with Personally Satisfying

Answers• Infinite Individual Answers• Knowledge is a Personal Construction• Present Orientation• The Present Determines All Learning Possibility• Personal Independence

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SO, the teacher . . .

• Creates an environment where the learners try things out and do whatever they want. Learning is a natural result of playing around and discovery.

No induction into expert knowing, doing, and thinking.

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Learning Centered Apprenticeship into Expertise• TRANSFORMATION of PARTICIPATION: From Novice into Expert Practice

is the Goal: Personal and Cultural Transformation• Usable Knowledge Construction • Knowledge is Conscious, Named, Contextual, Structured, Archived,

Applied and Used and MEETS THE CORRESPONDENCE CONCEPT• Knowledge is socially constructed and evolves over time• Future Orientation and Growth Mindset towards All Learning and All

Knowledge Construction (Knowledge is Always Evolving)• Independence is Achieved within the Context of Expert Practice• Learning is Internally Persuasive: Learners Know How Things Work

Because They Have Experienced and Reflected on How Things Work

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SO, the teacher . . .

• Creates sequences of learning activities that move the learners towards expertise, operating as a collaborative participant in making meaning with learners to develop the conscious competence of experts.

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Kevin: I’ll be walking blind as a teacher!

• Me: No you won’t! Because you possess principles of practice, a rich mental model of expert teaching and a repertoire for enacting it . . . And because you will have constant data coming to you directly from the kids and their behaviors and performances, thinking, and interactions.

• Place your first bet humbly, then learn from the data and adapt.

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Envision Map

Prime

Orient Walk-Thru

Extend/ Explore Reflect

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Deliberate Practice and EMPOWER

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Civil War Unit Activity

Think of an initiative or challenge at your school OR a unit or PD you would like to improve.

What would be the parallel moves of EMPOWER and Inquiry as Cognitive Apprenticeship that you could employ to create integrity of implementation . . .

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LET’S CONTINUE TO CONSIDER THE CHALLENGE . . . Envision: Identify goals as measurable aims; GEMS Activity: how to do it?

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GGOAL

EEVIDENCE

MMEASURES OF SUCCESS

SSTAKES

Read, research, and critically analyze information related to local social justice issues.

Research portfolio

• Pulls from credible sources.• Information organized with appropriate

mind map (i.e. step-by-step boxes for sequences, columns for categories, etc.)

Two words: Fake news! They face it every day and need practice evaluating evidence when navigating online and researching.

They are also voting in the next election and should identify issues that matter to them.

Students will be engaged in distinguishing credible from non-credible sources especially as it pertains to personal situations.

Research skills help them in all their other classes.

Social justice and fairness are issues that affect us all.

Make a defensible problem-solution argument on the researched topic with an actionable proposal to implement.

Op-ed-style editorial

• Informative: The point of view should be thoroughly expressed and explained.

• Engaging: The writing should capture and keep attention.

• Widely researched and evidence-based: The op-ed should draw from multiple worthy sources.

• Content: Describes a specific social justice issue and how we might address root causes.

• Conventionally sound: The op-ed adheres to norms of this genre in published forums—and to conventions of language use appreciated by the audience.

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Mapping an Action Plan

Mapping: Enter into authentic thinking partnerships (NICs) to engage in planning and promote consistency:

IDENTIFY• Real challenges to meet, new knowledge and ways of doing things to create

• Common goals

• Shared values

• Ways to share power and authority

• Ways to proceed in addressing the challenges

• WAYS TO MONITOR PROGRESS WITH A MEASUREMENT MODEL

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Priming, Orienting, and Walking Through

• Guide development with clearly articulated design principles, including essential characteristics that are definitional to the solution.

• HOW COULD YOU USE THE MENTAL MODEL OF EMPOWER FOR TEACHING OR PROFESSIONAL DEVELOPMENT GEARED TO SPECIFIC GOALS?

• OR USE A MENTAL MODEL FOR A SPECIFIC TASK?

• TO PRIME, ORIENT, WALKTHROUGH

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Mental Model for Argument; Evidentiary Reasoning (Co-relate to Inferring in Reading)

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Priming, Orienting, Walking Through, Extending and Exploring• Create generative structures and standard

routines that accommodate integrative adaptations while enforcing essential characteristics, principles and practices.

• EMPOWER, PROCEDURAL FEEDBACK, NIC/PLCs

• Develop and adapt mental models for creating community, for SEL, for restorative practice/justice, for doing science, or whatever else we are trying to promote.

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Student Hat

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Student Hat

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Student Hat

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Student Hat

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Student Hat

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Student Hat

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Student Hat

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Student Hat

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Student Hat

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Extend/Explore

Identify/encourage/embrace standard routines and processes for proceeding towards the goalbut test variants; engage in BRICOLAGE.

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Reflect/Assess

Discipline the implementation effort with regular reflection and a commonly held measurement model that ensures progress towards accomplishment and uses the rigor of improvement research to test local adaptations for validation as improvements.

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Principles of Practice behind “Integrity of Implementation”• Learners must be positioned as

knowledge makers and thinking partners.

• Teachers are knowledge makers and public intellectuals. Instructional planning is a central domain of teacher expertise. Take away the capacity to plan, and teaching is no longer a profession.

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Principles of Practice behind “Integrity of Implementation”• Teachers should understand

curriculum as a framework and set of research-based principles that can be flexibly adapted and used.

• Teachers should regard a major goal of any teaching as inducting learners into using the mental models and practices of experts.

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Principles of Practice behind “Integrity of Implementation”• High-quality curriculum is an

opportunity ONLY if it is a way to professionalize teacher decision-making and activity. Teachers always mediate the curriculum with varying degrees of fidelity or integrity.

• Teacher-proofing is a trap and an expression of authoritarian information-transmission approaches.

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Principles of Practice behind “Integrity of Implementation”

• High-quality resources matter, but only if there is a system of teaching and learning opportunities that develops both motivation (a continuing impulse to engage and learn) and expertise (movement down the correspondence continuum) FOR BOTH LEARNERS AND TEACHERS.

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Principles of Practice behind “Integrity of Implementation”

• Context ALWAYS matters so teachers must always ask: How do I make an instructional framework and its principles work in my context?

• No flexibility means things won’t work. No differentiation means things will not work at all or not for many of our learners BECAUSE THERE IS NO SUCH THING AS AVERAGE OR “ONE SIZE FITS ALL.”

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Principles of Practice behind “Integrity of Implementation”

• Planning and implementing of learning activities is the CENTERPIECE of teacher expertise.

• Without the capacity to plan and to differentiate and revise plans, teachers are not professional meaning-makers.

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Principles of Practice behind “Integrity of Implementation”• Teachers must do what they

teach. They must develop conscious competence about why and how they do and teach a task, and they must possess pedagogical content knowledge: they must know HOW to teach learners HOW to DO expert work.

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What we need . . .

is not fidelity of implementation(do exactly what the curriculum or someone else says to do) BUTmore integrity of implementation(teach expertly to do what matters most and works best for your learners while accommodating local needs and circumstances).

#ARCLeads19

CHANGING YOUR PEDAGOGICAL ORIENTATION AND STANDARD ROUTINES HAS A DOMINO EFFECT.

When you possess a mental model for teaching—when you have conscious competence or expertise for how to teach—you don’t ask “who” can do this work; you ask instead “how” can we get everyone in the community to do this work? This changes our behaviors and processes because we provide the opportunity and support to all and find ways to create a supportive learning community. It promotes the capacity to respond to a range of learners. This addresses biases and changes our processes, which further alleviates bias. This positions us to regard students and colleagues as learning partners and this changes how power flows through the school and classrooms as well as changes interactions between students, between teachers, and between teachers and students—and makes everything more equitable.

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It promotes the capacity to respond to a range of learners. This addresses biases and changes our processes, which further alleviates bias. This positions us to regard students and colleagues as learning partners and this changes how power flows through the school and classrooms and changes interactions between students, between teachers, and between teachers and students—and makes everything more equitable.

CHANGING YOUR PEDAGOGICAL ORIENTATION AND STANDARD ROUTINES HAS A DOMINO EFFECT.

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• http://bit.ly/empowerncte• @ReadDrjwilhelm

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Questions and Answers…