ed 557 02e n.
Skip this Video
Download Presentation
ED 557 – 02E

Loading in 2 Seconds...

play fullscreen
1 / 6

ED 557 – 02E - PowerPoint PPT Presentation

  • Uploaded on

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.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'ED 557 – 02E' - ohio

Download Now An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
ed 557 02e
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


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.

guidelines for effective praise
Guidelines for Effective Praise


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

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)

interventions and compliance
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


Ways to Emphasize compliance

Invent ways to maximize visibility

Be seen looking

Avoid marginal compliance

Leverage the power of unacknowledged behavior opportunities


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)


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.