Reinforcing Effort and Providing Recognition From MCREL’s Nine Effective Instructional Strategies...
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Transcript of Reinforcing Effort and Providing Recognition From MCREL’s Nine Effective Instructional Strategies...
Reinforcing Effort and Providing Recognition
From MCREL’s Nine Effective Instructional Strategies
DeAnne Heersche
Guidelines for Effective Feedback
Be specific Be timely Talk about behavior; no mind reading Praise when you can Leave communication lines open
Instructional Reinforcement
Contingent reinforcement is positively related to achievement
Noncontingent reinforcement is unrelated to achievement; however, there is evidence that low-achieving students receive some academic benefit from noncontingent recognition
Instructional Reinforcement
Acknowledging correct responses is positively related to achievement
Reinforcements are most effective when linked to progress toward a goal
Achievement benefits are the same if they receive rewards for correct answers and lose them for incorrect answers
Instructional Reinforcement
Instructional reinforcement alone produces achievement benefits equal to those produced by a combination of instructional and behavioral reinforcement
Response to Alleged Negative Effects of Reinforcement
Reinforcers can contribute to intrinsic motivation if related to the task at hand
The recipient must view the reward as a symbol rather than a reward
The reward must be given for more than just participation
Decreased performance occurs only if the rewards are highly visible and attractive, noncontingent, and/or tied to behavior
Can Teachers Learn to Use Reinforcement?
Teachers trained in verbal feedback for correct responses have higher performing students
Providing training to student tutors is positively related to student achievement
Elements of Effective Praise
Is delivered contingently Specifies the particulars of the
accomplishment Shows spontaneity and credibility Tied to accomplishment Reward attainment of specified
performance criteria
Elements of Effective Praise
Provides students with information about their accomplishments
Orients students as to their progress toward a goal
Recognizes level of effort or difficulty Attributes success to effort and ability Fosters the belief that students do the task
because they enjoy doing the task
Elements of Ineffective Praise
Is delivered randomly or unsytematically Is restricted to global positive reactions Shows bland uniformity Rewards mere participation Provides no feedback toward a goal Compares students with peers rather than
past accomplishments
Elements of Ineffective Praise
Is given without regard to effort or the meaning of the accomplishment
Attributes success to ability alone or to luck Fosters the belief that students do the task
for the external reward Focuses students’ attention on the teacher
as an authority figure
Displaying Student Work
Base the selection on pre-set criteria Practice choosing work for display Share work for display Remind students of why work is displayed Examine existing displays Create a list of qualities that make a display
effective
Summary of Research on Reinforcing Effort
People generally attribute success at any given task to one of four causes: ability, effort, other people, luck
Not all students realize the importance of believing in effort
Students can learn to change their beliefs to an emphasis on effort
Classroom Practices in Reinforcing Effort
Teach and exemplify the connection between effort and achievement
Have students periodically keep track of their effort and its relationship to achievement
Summary of Research on Providing Recognition
Rewards do not necessarily have a negative effect on intrinsic motivation
Reward is most effective when it is contingent on the attainment of some standard of performance
Abstract symbolic recognition is more effective than tangible rewards
Classroom Practice in Providing Recognition
Personalize recognition Pause, prompt, praise Concrete symbols of recognition