Reinforcing effort &_providing_recognition

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Carmen Rosa's exposition

Carmen Rosa's exposition

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  • 1. REINFORCING EFFORT & PROVIDING RECOGNITION
  • 2.
    • This strategy deals mainly with student motivation. 
    • 3. Students may not realize the relationship between effort and achievement.
    • 4. Marzano states, "Students who believe the amount of effort they put into a task increases their achievement actually do better." 
    TEACHING ABOUT EFFORT
  • 5.
    • Most students are not aware of the importance of believing that their level of effort is related to their achievement. (Seligman, 1990, 1994; Urdan, Migley, and Anderman, 1998).
    • 6. Student’s achievement can increase when teachers show the relationship between an increase in effort to an increase in success (Craske, 1985; Van Overwalle and De Metsenaere, 1990).
    • 7. Students can learn to change their beliefs to an emphasis on effort.
    GENERALIZATIONS
  • 8.
    • Students also need opportunities to track the relationship between effort and success.
    • 9. Comparing scores on an effort rubric and a related achievement rubric can help create a visual representation of the positive effect of effort.
    EFFORT AND ACHIEVEMENT RUBRICS
  • 10. Feedback must be:
    Responsive to specific aspects of student work.
    Timely.
    Feedback is a research-based strategy that teachers, and students, can practice to improve their success.
    PROVIDING FEEDBACK
  • 11.
    • Explicitly teach students that effort can improve achievement
    • 12. Ask students to chart effort and achievement
    • 13. Establish a rationale for recognition
    • 14. Follow guidelines for effective and ineffective praise
    • 15. Use recognition tokens
    • 16. Use the pause, prompt, and praise technique
    MARZANO’S SUGGESTIONS
  • 17.
    • Recognize individual students for personal progress.
    • 18. Make clear the real goal of effort.
    • 19. Teachers can provide concrete, nonlinguistic reinforcement and recognition for student’s effort and successes, such as stickers, happy face drawings, awards, and treats.
    RECOGNITION
  • 20. PAUSE, PROMPT AND PRAISE
    The “pause” phase is usually initiated by the teacher, who asks the student to stop working on the task for a moment when the student makes an error.
    “Prompt” phase: The teacher provides the student with some specific suggestion for improving his/her performance.
    The “praise” element provides a further opportunity for feedback based on the student’s success.
  • 21. 1. Choose the five most populated cities in the world. (5 Points)
    Tokyo, Japan 33,200,000
    New York, USA 17,800,000
    Sao Paulo, Brazil 17,700,000
    Seoul, South Korea 17,500,000
    Mexico, City. Mexico 17,400,000 
    2. Which country has the longest coastline in the world? (1 Point)
    CANADA
     
    3. Which of these US cities is the furthest north? (1 Point)
     
    CHICAGO  
    4. Which is the largest country in the world (in area)? (1 Point)
     
    RUSSIA 17,075,200 Km2
    ANSWERS
  • 22. THANKS