ED 557 – 02E

1. ED 557 – 02E Julie Briley Miranda Dean Kim Lacey Instructor: Dr. Sara Lawrence Not all students know the connection between effort and achievement (Seligman, 1990,1994; Urdan, Migley, & Anderman, 1998) Strategies that Work: Reinforcing Effort and Providing Recognition

2. Providing RecognitionDefinition:Giving student rewards of praise for accomplishments related to the attainment of a goal; dealing with attitudes and beliefs Generalizations about rewards: Rewards do not necessarily have negative effects on intrinsic motivation Rewards are most effective when they are contingent upon the attainment of some standard of performance Abstract recognition is more effective in improving performance than are tangible rewards Classroom recommendations: Personalize recognition – a good time to do this is following the achievement of a specific performance goal Use the pause-prompt-praise strategy – ask the student to pause during the difficult task, discuss the difficulty of the task, give the student specific suggestions on ways to improve the performance, if student improves, you provide praise Use concrete symbols of recognition – use awards, certificates, or coupons *Classroom Instruction That Works, Hill & Flynn, 2006.

3. Guidelines for Effective Praise *http://curriculum.d91.k12.id.us/Classroom%20Instruction%20That%20Works%20-%20Marzano/Chapter%2004%20Reinforcing%20Effort-provid.%20Recognition/Ch.%2004%20-%20Rein.%20Effort%20-%20Providing%20Recognition%20-%20McAffee.ppt#1 Online Certificates for recognition http://office.microsoft.com/en-us/templateshttp://www.educationoasis.com/teacher_tools/Awards/awards_certificates.htmhttp://www.printablecertificateawards.comhttp://www.yahoo.americangreetings.com/ Effective Praise Is delivered contingently Specifies the particulars Provides information Orients students toward problem solving Uses prior accomplishments Is given for noteworthy effort Attributed success to effort Focuses student attention Ineffective Praise Is delivered randomly Shows bland uniformity Rewards mere participation Provides no information Orients students toward comparing and competing Is given without regard to effort or accomplishment Attributes success to external reasons Fosters exogenous attributions

4. Reinforcing EffortDefinitionHelping students understand the relationship between effort and achievement Generalizations about rewards: Students do not know of the direct effect that effort has on success Students can learn that the effort they put into a task had a direct effect on their success Connecting these two generalizations can increase motivation Classroom recommendations: Teach students that effort is important. This involves telling students stories about your own life and well known people Ask students to remember times in which they succeeded because they didn’t give up. Example: The little engine that could (Brophy, 1981) Track effort and achievement (Hill and Flynn, p. 88). Graphs and charts can be used by the students to see the connection between effort and progress of their achievement. Rubrics can be used to evaluate how the student feels their effort is on a scale from 1-4. Example of a Classroom Rubric: I ran until I finished. I tried even when it was difficult I ran until I finished. I knew I couldn’t do any better I tried, but I stopped when it was too difficult I didn’t try. (Hill and Flynn, p. 91)

5. Interventions and Compliance Lemov, D. (2010). Teach Like a Champion. San Francisco, CA: Josey-Bass Research has shown that student satisfaction and enjoyment of learning is greater when classroom environments are perceived as encouraging student involvement (Fry & Coe, 1980; Trickett and Moos, 1974) with a sense of personal responsibility (Ryan, 1982; Ryan & Grolnick, 1986), and when students themselves are committed to a sense of learning (Nicholls, 1985). Least Invasive Forms of Intervention Nonverbal intervention Positive group correction Anonymous individual correction Private individual correction Lightning-quick public correction Consequence Ways to Emphasize compliance Invent ways to maximize visibility Be seen looking Avoid marginal compliance Leverage the power of unacknowledged behavior opportunities

6. References Hill, J., Flynn, K. (2006). Classroom instuction that works with english language learners Alexandria, VA: ASCD Brothy, J. (1981) Reinforcing Effort and Providing Recognition. American Education Research Association. Lemov, D. (2010). Teach Like a Champion. San Francisco, CA: Josey-Bass. (Seligman, 1990,1994; Urdan, Migley, & Anderman, 1998) http://www.paec.org/itrk3/files/pdfs/whatworksReinforce.pdf (2011, March 20) http://ed557-02e.wikispaces.com/Providing+Recognition The technology utilized for the preparation of this power point presentation included the following: blackboard email (for the initial group contact), Skype. Each group member downloaded Skype. We communicated through Skype via messaging (to se up conference calls), conduct conference calls and view the Power Point product as it was being completed. Wiki Spaces. We set up a Wiki Space (see address above). During a conference call, we outlined activities to be completed by each group member. Miranda Dean completed the research on Reinforcing Effort and Julia Briley completed the research on Providing Recognition. After completing the research, they posted their information on the Wiki page. Kim Lacey took this information and placed it in the Power Point Presentation.