Stirman framework | MIF nature of modification code | Description (MIF) | Example |
---|---|---|---|
Tailoring/tweaking/refining | Tailoring/tweaking | Minor changes are made that leave all of the major principles intact while making the RBIS more appropriate, applicable, or acceptable in the particular classroom environment. | Changing the specific in-class problems for students to work in groups from a previous semester. (Semester to Semester) |
Adding elements | Adding elements | Additional materials or activities are added that are consistent with the fundamentals of the RBIS. | Adding TAs to the course. (Model and semester to semester) |
Removing/skipping elements | Removing/skipping elements | Main elements of the RBIS are not included in the implementation. | Removing TAs from the course. (Model and semester to semester) |
Shortening/condensing (pacing/timing) | Shortening/condensing | Less time is dedicated to particular elements of the RBIS. | Spending less time lecturing during each class period. (Model) |
Lengthening/extending (pacing/timing) | Lengthening/extending | More time is dedicated to particular elements of the RBIS. | Spending more time on group work during each class period. (Model) |
Substituting elements | Substituting elements | An element of the RBIS is switched out for a different element. | Replacing an activity with physical equipment with a computational exercise. (Semester to semester) |
Reordering of intervention modules or segments | Reordering RBIS modules | Modules/activities or concepts are used in a different order than what is recommended in the RBIS. | Rearranging the timing of course components (i.e., lecturing on a topic because students do an inquiry activity) from a schedule inherited from another instructor. (Generational) |
Integrating another treatment into EBP | Integrating another RBIS | Implementing another RBIS into the RBIS of interest. | Integrating Process-Oriented Guided Inquiry Learning (POGIL; Moog & Spencer, 2008) into the SCALE-UP classroom. (Model) |
Integrating the intervention into another framework | Integrating strategy into other RBIS | The RBIS of interest is implemented into a different RBIS. | Integrating SCALE-UP principles into a course that uses the Investigative Science Learning Environment (ISLE) model (Etkina & Van Heuvelen, 2004). (Semester to semester) |
Repeating elements or modules | Repeating elements | Repeating a particular element of the RBIS. | Increasing TA preparation meetings from once per week to three times per week within a single semester as difficult course topics occur. (Model) |
Loosening structure | Loosening structure | Features of the RBIS are not implemented as recommended in the RBIS but overall implementation maintains the main principles of the RBIS. | Changing the details of the grouping methods that are described in the RBIS model (e.g., allowing students to choose their own seats, only changing groups once per semester). (Model) |
Departing from the intervention | Departing from RBIS | The RBIS is modified to the extent that the main principles of the RBIS are abandoned. | Teaching lecture and lab at separate times in different locations in contradiction to the RBIS model. (Model) |