Incentives and Incentives and Reinforcements… What Reinforcements… What

WorksWorks ? ?Presented by Melody Mc Cune and Fiona Presented by Melody Mc Cune and Fiona

Parousis, School Psychologists Parousis, School Psychologists

Allegany County Public SchoolsAllegany County Public Schools

Calvin and Hobbes by Bill Watterson•January 20, 2009

                                                                                          

Participants will be exposedParticipants will be exposedto the following topics:to the following topics:

Motivation Motivation (Extrinsic Motivation & Intrinsic Motivation)(Extrinsic Motivation & Intrinsic Motivation)

Learning Styles and InterestLearning Styles and Interest Relationship BuildingRelationship Building Using dataUsing data Determining what incentives and Determining what incentives and

reinforcements are best for your studentsreinforcements are best for your students Cautions and effectiveness of reinforcersCautions and effectiveness of reinforcers Downfalls and troubleshootingDownfalls and troubleshooting

Value of Extrinsic and Value of Extrinsic and Instrinsic MotivatorsInstrinsic Motivators

Spur higher academic achievementSpur higher academic achievement Improve school attendanceImprove school attendance Improve student behaviorImprove student behavior Increase students’ effort in and Increase students’ effort in and

enjoyment of schoolenjoyment of school Deter delinquencyDeter delinquency

Kids earning reinforces will display Kids earning reinforces will display a multitude of behaviors….a multitude of behaviors….

Oppositional DefianceOppositional Defiance Emotional DisturbancesEmotional Disturbances Attention Deficits Attention Deficits Hyperactivity Hyperactivity General LearnerGeneral Learner Kids with Academic ConcernsKids with Academic Concerns

MotivationMotivation

MotivationMotivation is the internal condition that activates behavior and is the internal condition that activates behavior and gives it direction; and energizes and directs goal-oriented gives it direction; and energizes and directs goal-oriented behavior. The term is generally used for human motivation but, behavior. The term is generally used for human motivation but, theoretically, it can be used to describe the causes for animal theoretically, it can be used to describe the causes for animal behavior as well. behavior as well.

According to various theories, motivation may be rooted in the According to various theories, motivation may be rooted in the basic need to minimize physical pain and maximize pleasure, or it basic need to minimize physical pain and maximize pleasure, or it may include specific needs such as eating and resting, or a may include specific needs such as eating and resting, or a desired object, hobby, goal, state of being, ideal, or it may be desired object, hobby, goal, state of being, ideal, or it may be attributed to less-apparent reasons such as altruism, morality, or attributed to less-apparent reasons such as altruism, morality, or

avoiding mortality.avoiding mortality.

101 of Motivation101 of Motivation

1. Explain1. Explain 2. Reward2. Reward 3. Care.3. Care. 4. Have students participate.4. Have students participate. 5. Teach Inductively.5. Teach Inductively. …(By beginning with the examples, …(By beginning with the examples,

evidence, stories, and so forth and arriving at conclusions later, evidence, stories, and so forth and arriving at conclusions later, you can maintain interest and increase motivation, as well as you can maintain interest and increase motivation, as well as teach the skills of analysis and synthesis.) teach the skills of analysis and synthesis.)

6. Satisfy students' needs.6. Satisfy students' needs. 7. Make learning visual.7. Make learning visual. 8. Use positive emotions to enhance learning and motivation.8. Use positive emotions to enhance learning and motivation. 9. Remember that energy sells.9. Remember that energy sells.

ExtrinsicExtrinsic

Extrinsic:Extrinsic:

comes from outside of the performer. Money is the most obvious comes from outside of the performer. Money is the most obvious example, but example, but coercioncoercion and threat of punishment are also common and threat of punishment are also common extrinsic motivations.extrinsic motivations.

In sports, the crowd may cheer the performer on, and this motivates him In sports, the crowd may cheer the performer on, and this motivates him or her to do well. Trophies are also extrinsic incentives. Competition is or her to do well. Trophies are also extrinsic incentives. Competition is often extrinsic because it encourages the performer to win and beat often extrinsic because it encourages the performer to win and beat others, not to enjoy the intrinsic rewards of the activity.others, not to enjoy the intrinsic rewards of the activity.

Social psychological research has indicated that extrinsic rewards can Social psychological research has indicated that extrinsic rewards can lead to lead to overjustificationoverjustification and a subsequent reduction in intrinsic motivation. and a subsequent reduction in intrinsic motivation.

Extrinsic incentives sometimes can weaken the motivation as well. In one Extrinsic incentives sometimes can weaken the motivation as well. In one classic study done by Green & Lepper, children who were lavishly classic study done by Green & Lepper, children who were lavishly rewarded for drawing with felt-tip pens later showed little interest in rewarded for drawing with felt-tip pens later showed little interest in playing with the pens again.playing with the pens again.

IntrinsicIntrinsic

comes from rewards inherent to a task or activity itself - the enjoyment of comes from rewards inherent to a task or activity itself - the enjoyment of a puzzle or the love of playing basketball, for example. One is said to be a puzzle or the love of playing basketball, for example. One is said to be intrinsically motivated when engaging in an activity "with no apparent intrinsically motivated when engaging in an activity "with no apparent reward except for the activity itself".reward except for the activity itself".[1][1] This form of motivation has been This form of motivation has been studied by studied by socialsocial and and educationaleducational psychologists since the early 1970s. psychologists since the early 1970s. Research has found that it is usually associated with high educational Research has found that it is usually associated with high educational achievement and enjoyment by students. Intrinsic motivation has been achievement and enjoyment by students. Intrinsic motivation has been explained by Fritz Heider's explained by Fritz Heider's attribution theoryattribution theory, Bandura's work on , Bandura's work on self-efficacyself-efficacy [2][2], and Ryan and Deci's cognitive evaluation theory. , and Ryan and Deci's cognitive evaluation theory. Students are likely to be intrinsically motivated if they:Students are likely to be intrinsically motivated if they:

attribute their educational results to internal factors that they can control attribute their educational results to internal factors that they can control (e.g. the amount of effort they put in), (e.g. the amount of effort they put in),

believe they can be effective agents in reaching desired goals (i.e. the believe they can be effective agents in reaching desired goals (i.e. the results are not determined by luck), results are not determined by luck),

are interested in mastering a topic, rather than just rote-learning to are interested in mastering a topic, rather than just rote-learning to achieve good grades. achieve good grades.

THE SIX C’s OF THE SIX C’s OF MOTIVATIONMOTIVATIONWhat are they and how do you use them What are they and how do you use them

in the classroom?in the classroom?

CHOICECHOICE

Giving students choices Giving students choices promotes intrinsic motivation. promotes intrinsic motivation. Students are more motivated Students are more motivated to do the work when the to do the work when the assignment encompasses one assignment encompasses one of their personal interests. of their personal interests. The choices must be relevant The choices must be relevant to the students either in feeling to the students either in feeling (a degree of enjoyment) or (a degree of enjoyment) or value (gaining knowledge). value (gaining knowledge).

Definition Definition

CHOICECHOICE

Give students the freedom to Give students the freedom to select from a range of topics or select from a range of topics or ideas.ideas.

Let students submit their own Let students submit their own topic ideas when the subject topic ideas when the subject matter is not an issuematter is not an issue

Provide students with a variety Provide students with a variety of media choice by which to of media choice by which to accomplish the taskaccomplish the task

Collaboration with peers should Collaboration with peers should also be an option. also be an option.

Application Application

CHALLENGECHALLENGE

Placing expectations just beyond Placing expectations just beyond the students’ skill level provides the students’ skill level provides motivation. If the work is too motivation. If the work is too difficult the students become difficult the students become stressed and anxious, but if there stressed and anxious, but if there is not enough of a challenge the is not enough of a challenge the students become bored. To students become bored. To provide challenging work that is provide challenging work that is neither extreme the teacher neither extreme the teacher needs to monitor the goals needs to monitor the goals through the students’ feedback. through the students’ feedback.

DefinitionDefinition

CHALLENGECHALLENGE

Set goals high, but not too high Set goals high, but not too high to become frustratingto become frustrating

Provide opportunities for Provide opportunities for students to provide feedback students to provide feedback on the level of difficultyon the level of difficulty

Revise tasks according to Revise tasks according to feedbackfeedback

Break more difficult tasks into Break more difficult tasks into smaller more manageable smaller more manageable pieces. pieces.

ApplicationApplication

CONTROLCONTROL

Allowing students to take Allowing students to take ownership for their actions and ownership for their actions and learning gives them a sense of learning gives them a sense of ownership and control over their ownership and control over their learning. Giving them some learning. Giving them some control over decision-making in control over decision-making in the classroom lets them be a part the classroom lets them be a part of the entire learning experience. of the entire learning experience.

DefinitionDefinition

CONTROLCONTROL

Use the Democratic process Use the Democratic process when applicable when applicable

Give students several options Give students several options to choose from for class to choose from for class projects or allow them to projects or allow them to submit proposals using their submit proposals using their own ideasown ideas

Give students the opportunity Give students the opportunity to self-evaluateto self-evaluate

Allow student input when Allow student input when deciding due dates – be firm deciding due dates – be firm yet flexibleyet flexible

ApplicationApplication

COLLABORATIONCOLLABORATION

Encouraging Encouraging students to share students to share ideas enhances ideas enhances thinking and thinking and learning and learning and provides provides inspiration. inspiration.

DefinitionDefinition

COLLABORATIONCOLLABORATION

Peer evaluationPeer evaluation Collaborative pairsCollaborative pairs Jigsaw Activity – assign Jigsaw Activity – assign

members to home groups and members to home groups and expert groupsexpert groups

Allow students to teach to their Allow students to teach to their peers peers

ApplicationApplication

CONSTRUCTING CONSTRUCTING MEANINGMEANING

Allowing students to find the value Allowing students to find the value and importance in the tasks they and importance in the tasks they are asked to complete helps to are asked to complete helps to motivate them and enhances their motivate them and enhances their ability to construct meaning. ability to construct meaning.

DefinitionDefinition

CONSTRUCTING CONSTRUCTING MEANINGMEANING

Conduct individual or small Conduct individual or small group conferences to discuss group conferences to discuss the importance of the work that the importance of the work that the students are doing.the students are doing.

When learning certain tasks When learning certain tasks (i.e. learning to read, use a (i.e. learning to read, use a computer, adding or computer, adding or subtracting) have others subtracting) have others demonstrate the importance of demonstrate the importance of the skill in life. the skill in life.

ApplicationApplication

CONSEQUENCESCONSEQUENCES

The end result in a learning project. The end result in a learning project. This is how the students can show This is how the students can show others what they have learned. others what they have learned.

DefinitionDefinition

CONSEQUENCESCONSEQUENCES

Displaying student workDisplaying student work Entering student work in contests Entering student work in contests

or competitions.or competitions. Creating a performance for othersCreating a performance for others Publishing student workPublishing student work Having a celebration when the Having a celebration when the

work is completed. work is completed.

ApplicationApplication

How students Learn Vs How How students Learn Vs How we teach, Gardiner's article we teach, Gardiner's article

Excerpts From Lion Gardiner’s “Why We Must Change: The Research Evidence”Excerpts From Lion Gardiner’s “Why We Must Change: The Research Evidence”

"Only 14 percent of 745 research university students said they had ever been formally taught how to study, in "Only 14 percent of 745 research university students said they had ever been formally taught how to study, in high school or in college." high school or in college."

After watching their teachers work 1,000 problems in class and solving another 3,000 themselves outside After watching their teachers work 1,000 problems in class and solving another 3,000 themselves outside class, 'after four years, engineering students showed negligible improvement in problem-solving skills." class, 'after four years, engineering students showed negligible improvement in problem-solving skills."

"If students are not thinking during lectures, what "If students are not thinking during lectures, what areare they doing? Their attention drifts after only 10 to 20 they doing? Their attention drifts after only 10 to 20 minutes. They are listening, asking or responding to questions, or taking notes only half of the time. Up to 15 minutes. They are listening, asking or responding to questions, or taking notes only half of the time. Up to 15 percent of their time is spent fantasizing." percent of their time is spent fantasizing."

"In a study of 155 class sessions at four different institutions, questioning of students comprised 0.2 percent to "In a study of 155 class sessions at four different institutions, questioning of students comprised 0.2 percent to 9.2 percent of class time." 9.2 percent of class time."

"One national study has revealed that only 35 percent of faculty strongly emphasize their institution's curricular "One national study has revealed that only 35 percent of faculty strongly emphasize their institution's curricular goals. Only 12 percent utilize feedback from their earlier students, and 8 percent use the viewpoints of experts goals. Only 12 percent utilize feedback from their earlier students, and 8 percent use the viewpoints of experts in instruction. The conclusion: 'The faculty interviewed seemed to teach as they had been taught ...'" in instruction. The conclusion: 'The faculty interviewed seemed to teach as they had been taught ...'"

(Learning Inventory)(Learning Inventory)

Teaching How to LearnTeaching How to Learn

As knowledge and skills change day by day, what is As knowledge and skills change day by day, what is important is to teach students how to learn. By important is to teach students how to learn. By teaching students to reflect on how they learn and by teaching students to reflect on how they learn and by developing their skills to pursue their learning goals, developing their skills to pursue their learning goals, students will be empowered to change from passive students will be empowered to change from passive recipients of information to active controllers of their recipients of information to active controllers of their learning. The teacher’s role , as facilitator, is to learning. The teacher’s role , as facilitator, is to empower learners by promoting students involvement empower learners by promoting students involvement in learning, helping learners to develop skills that in learning, helping learners to develop skills that support learning throughout life , and helping learners support learning throughout life , and helping learners to assume personal responsibility for learning. to assume personal responsibility for learning.

Use Your Data….Use Your Data….

Self evaluate…..Self evaluate…..

if they never asked students to do anything, then there would be no resistance! The point to be made here is that resistance results from the way we respond to students and therefore can be managed by adopting new patterns of behavior.

Relationship buildingRelationship building

Get to know your kids (student interest Get to know your kids (student interest inventories)inventories)

Learn latest trendsLearn latest trends Show interest in their hobbiesShow interest in their hobbies Be genuineBe genuine Avoid sarcasmAvoid sarcasm Be a positive role modelBe a positive role model Develop a positive climate in your classroomDevelop a positive climate in your classroom Follow and teach the school rules consistentlyFollow and teach the school rules consistently

Determining what Determining what incentives to use with your incentives to use with your studentsstudents

Student Reinforcement InventoriesStudent Reinforcement Inventories Select reinforcement which is age Select reinforcement which is age

appropriate (Age level examples)appropriate (Age level examples) Use “natural” reinforcement whenever it Use “natural” reinforcement whenever it

is effective.is effective.

Determining what Determining what incentives to use with your incentives to use with your studentsstudents

Use reinforcement appropriate to the student’s Use reinforcement appropriate to the student’s level of functioning. (e.g., Don’t send a student level of functioning. (e.g., Don’t send a student for unsupervised free time in the library when for unsupervised free time in the library when he/she usually gets in trouble even when he/she usually gets in trouble even when he/she is directly supervised.he/she is directly supervised.

Make certain you have parental and Make certain you have parental and administrative support for the reinforcement administrative support for the reinforcement you plan you use.you plan you use.

Always keep in mind what your goal is with Always keep in mind what your goal is with reinforcers. What are we targeting?reinforcers. What are we targeting?

Making Reinforcers More Making Reinforcers More EffectiveEffective

Immediately-The longer the teacher waits to Immediately-The longer the teacher waits to reinforce a student, the less effective the reinforce a student, the less effective the reinforcer will be (younger, severe disabilities).reinforcer will be (younger, severe disabilities).

Frequently-It is especially important to Frequently-It is especially important to frequently reinforce when a student is learning frequently reinforce when a student is learning a new behavior or skill. (good job)a new behavior or skill. (good job)

Enthusiasm-pair an extrinsic motivator with an Enthusiasm-pair an extrinsic motivator with an enthusiastic comment.enthusiastic comment.

Eye Contact-look the student in the eyes when Eye Contact-look the student in the eyes when give a reinforcer, even if the student is not give a reinforcer, even if the student is not looking at the teacher.looking at the teacher.

Making Reinforcers More Making Reinforcers More Effective Effective continuedcontinued

Describe the Behavior-describe the appropriate Describe the Behavior-describe the appropriate behavior that is being reinforced.behavior that is being reinforced.

Anticipation-the more “hype” the teacher uses, the Anticipation-the more “hype” the teacher uses, the more excited students become to earn the reinforcer.more excited students become to earn the reinforcer.

Variety-A certain reinforcer may be highly desired, but Variety-A certain reinforcer may be highly desired, but after repeated exposure, it loses its effectiveness.after repeated exposure, it loses its effectiveness.

Always make the most of opportunities to reinforce Always make the most of opportunities to reinforce appropriate behavior.appropriate behavior.

Be genuinely polite and courteous to you “tough kids” Be genuinely polite and courteous to you “tough kids” at all times and demonstrate concern and interest at all times and demonstrate concern and interest towards them. Learn to stay calm.towards them. Learn to stay calm.

Cautions in Selecting and Cautions in Selecting and using positive using positive reinforcementreinforcement

Avoid partial praise statements such as, “I’m Avoid partial praise statements such as, “I’m glad you finished your work-finally!”glad you finished your work-finally!”

Do not confuse positive reinforcement or Do not confuse positive reinforcement or privileges with a student’s basic rights. (e.g., privileges with a student’s basic rights. (e.g., Depriving a student of lunch, reasonable Depriving a student of lunch, reasonable access to the bathroom or clothing, or a access to the bathroom or clothing, or a telephone call home is probably illegal. It is telephone call home is probably illegal. It is also not appropriate to deprive students of their also not appropriate to deprive students of their rights and then have them earn them back rights and then have them earn them back under the guise of reinforcement.)under the guise of reinforcement.)

Downfalls and Downfalls and TroubleshootingTroubleshooting

When kids expect reinforcers or get used to When kids expect reinforcers or get used to receiving them. . . receiving them. . . Continue to instill appreciation, accountability, Continue to instill appreciation, accountability,

responsibility, and problem solving into the responsibility, and problem solving into the curriculum (Don’t reward every student for every curriculum (Don’t reward every student for every breath they take)breath they take)

Show them the value of the behavior they are being Show them the value of the behavior they are being rewarded for. Tell them; don’t assume they know!rewarded for. Tell them; don’t assume they know!

Model the desired behavior and relate it to how it is Model the desired behavior and relate it to how it is needed and/or effective in the “real world”needed and/or effective in the “real world”

Downfalls and Downfalls and TroubleshootingTroubleshooting

CostCost Sustain relationships with businesses and Sustain relationships with businesses and

community organizations supportive of your community organizations supportive of your cause (keep a reciprocal relationship, lots of cause (keep a reciprocal relationship, lots of public relations)public relations)

Emphasize, promote, use intrinsic Emphasize, promote, use intrinsic reinforcement whenever possiblereinforcement whenever possible

Delegate tasks to other members of the Delegate tasks to other members of the team (We are all in this together)team (We are all in this together)

More TroubleshootingMore Troubleshooting

If it ain’t broke . . . don’t fix itIf it ain’t broke . . . don’t fix it If it isn’t working stop running it into the groundIf it isn’t working stop running it into the ground Work smarter . . . Not harderWork smarter . . . Not harder Transform “problems” into educational projectsTransform “problems” into educational projects Students are not one size fits allStudents are not one size fits all If you can’t extinguish it . . . License it, tax it, If you can’t extinguish it . . . License it, tax it,

and regulate itand regulate it Always remember our goal with reinforcers. Always remember our goal with reinforcers.

What are we targeting? (Keep your eye on the What are we targeting? (Keep your eye on the ball)ball)

Negative Reinforcement Negative Reinforcement & Punishment& Punishment

It should be with great care that we It should be with great care that we decide to send a negative message to decide to send a negative message to the studentthe student

It should always be a reflective & never a It should always be a reflective & never a reflexive act on our partreflexive act on our part

SourcesSources

Calvin and Hobbes by Bill Watterson January 20, 2009 WWW.interventioncentral.orgWWW.interventioncentral.org All remaining images from free use: Free Microsoft Office Clipart at All remaining images from free use: Free Microsoft Office Clipart at

http://office.microsoft.com/clipart/default.aspx. http://office.microsoft.com/clipart/default.aspx. Boldt, Katie. Boldt, Katie. chooseadearbook.jpgchooseadearbook.jpg. . Pics4Learning. 15 Dec 2008 . . Pics4Learning. 15 Dec 2008

<http://pics.tech4learning.com> <http://pics.tech4learning.com> Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.

Retrieved 5 Nov 2008 from http://projects.coe.uga.edu/epltt/ Retrieved 5 Nov 2008 from http://projects.coe.uga.edu/epltt/ Lion Gardiner’s “Why We Must Change: The Research EvidenceLion Gardiner’s “Why We Must Change: The Research Evidence ”” Gotman&Leiblum,1974Gotman&Leiblum,1974 A few of the reinforcement surveys were compliments of Wake County Public School SystemA few of the reinforcement surveys were compliments of Wake County Public School System Create a survey is from Jimwrightonline.com/php/jackpot/jackpot.php Create a survey is from Jimwrightonline.com/php/jackpot/jackpot.php http://specialed.about.comhttp://specialed.about.com Dillon, A. & Harrison Maguire, K. (2006-2007). Difficult students: What do I do? Teacher Dillon, A. & Harrison Maguire, K. (2006-2007). Difficult students: What do I do? Teacher

Education Journal of South CarolinaEducation Journal of South Carolina Haydon, T. University of Florida. Creating Reinforcements: Applying PBIS in a School Haydon, T. University of Florida. Creating Reinforcements: Applying PBIS in a School

Setting. (online powerpoint)Setting. (online powerpoint) Christian, B. T. (1997). Outrageous behavior mod: Handbook of strategic interventions for Christian, B. T. (1997). Outrageous behavior mod: Handbook of strategic interventions for

managing impossible students. PRO-ED, Inc.managing impossible students. PRO-ED, Inc.