Creating Reward Menus That Motivate: Tips for Teachers

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Creating Reward Menus That Motivate Tips for
Teachers
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Motivation in Real Life Activity In your elbow
groups Discuss your current jobs. List the
motivators in your employment setting that
contribute to your job satisfaction.
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Selecting a Reward Essential Tests

• Do teacher and parent find the reward acceptable?
• Is the reward available (conveniently and at an
  affordable cost) in schools?
• Does the child find the reward motivating?

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Creating Reward Deck Steps

1. Teacher selects acceptable, feasible rewards
   from larger list
2. Teacher lists choices on index cardscreating a
   master deck
3. Teacher selects subset of rewards from deck to
   match individual student cases

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Creating Reward Deck Steps(Cont.)

1. Teacher reviews pre-screened reward choices with
   child, who rates their appeal. (A reward menu is
   assembled from childs choices.)
2. Periodically, the teacher refreshes the childs
   reward menu by repeating steps 1-4.

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Creating Reward Deck Example
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Motivation An Introduction Jim
Wrightwww.interventioncentral.org
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Motivation in Real Life Activity In your elbow
groups Discuss your current jobs. List the
motivators in your employment setting that
contribute to your job satisfaction.
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Motivation in Behavioral Theory
B.F. Skinner
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Law of Effect (Thorndike, 1898)

• Behaviors are selected (shaped) by their
  consequences.

Source Law of effect. (2007). Wikipedia.
Retrieved March 19, 2007, from http//wik.ed.uiuc.
edu/index.php/Law_of_Effect
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Reinforcement Definitions

• Positive reinforcement. When a behavior
  (response) is followed by a favorable stimulus
  (commonly seen as pleasant) that increases the
  frequency of that behavior.
• Negative reinforcement. When a behavior
  (response) is followed by the removal of an
  aversive stimulus (commonly seen as unpleasant)
  thereby increasing that behavior's frequency.

Source Operant conditioning. (2007). Wikipedia.
Retrieved March 19, 2007, from http//en.wikipedia
.org/w/index.php?titleOperant_conditioning
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Punishment Definitions

• Positive punishment. When a behavior (response)
  is followed by an aversive stimulus, such as
  introducing a shock or loud noise, resulting in a
  decrease in that behavior.
• Negative punishment. When a behavior (response)
  is followed by the removal of a favorable
  stimulus, such as taking away a child's toy
  following an undesired behavior, resulting in a
  decrease in that behavior.

Source Operant conditioning. (2007). Wikipedia.
Retrieved March 19, 2007, from http//en.wikipedia
.org/w/index.php?titleOperant_conditioning
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Motivation

• Motivation in current behavioral theory is
  viewed as a function of the events that influence
  behavior. Those influencing events that precede
  behavior are antecedents. Those influencing
  events that follow it are consequences.

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Motivation as a Psychological Construct
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Definitions of Motivation

• motivation refers to the initiation,
  direction, intensity and persistence of behavior.

Source Motivation. (2007). Wikipedia. Retrieved
March 13, 2007, from http//en.wikipedia.org/wiki/
Motivation
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Definitions of Motivation

• Motivation is an internal state that activates,
  guides and sustains behavior.

Source Educational psychology. (2007).
Wikipedia. Retrieved March 13, 2007, from
http//en.wikipedia.org/wiki/Educational_psycholog
yMotivation
17
Definitions of Motivation

• Motivation is typically defined as the forces
  that account for the arousal, selection,
  direction, and continuation of behavior.

Source Excerpted from Chapter 11 of
Biehler/Snowman, PSYCHOLOGY APPLIED TO TEACHING,
8/e, Houghton Mifflin, 1997.
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Motivation in Action Flow
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Definition of the Flow State

• Being completely involved in an activity for
  its own sake. The ego falls away. Time flies.
  Every action, movement, and thought follows
  inevitably from the previous one, like playing
  jazz. Your whole being is involved, and you're
  using your skills to the utmost.
• --Mihaly Csikszentmihalyi

Source Geirland, J. (Septermber, 1996). Go with
the flow. Wired Magazine. Retrieved March 19,
2007, from http//www.wired.com/wired/archive/4.09
/czik_pr.html
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Qualities of Activities that May Elicit a Flow
State

• The activity is challenging and requires skill to
  complete
• Goals are clear
• Feedback is immediate
• There is a merging of action and awareness.
  All the attention is concentrated on the
  relevant stimuli so that individuals are no
  longer aware of themselves as separate from the
  actions they are performing
• The sense of times passing is altered Time may
  seem slowed or pass very quickly
• Flow is not static. As one acquires mastery
  over an activity, he or she must move to more
  challenging experiences to continue to achieve
  flow

Source Csikszentmihalyi, M. (1990). Flow The
psychology of optimal experience. New York
Harper Row
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Flow Channel
Challenges
Skills
Source Csikszentmihalyi, M. (1990). Flow The
psychology of optimal experience. New York
Harper Row
22
Motivation in the Classroom
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Unmotivated Students What Works
Motivation can be thought of as having two
dimensions

1. the students expectation of success on the task

Multiplied by

1. the value that the student places on achieving
   success on that learning task

• The relationship between the two factors is
  multiplicative. If EITHER of these factors (the
  students expectation of success on the task OR
  the students valuing of that success) is zero,
  then the motivation product will also be zero.

Source Sprick, R. S., Borgmeier, C., Nolet, V.
(2002). Prevention and management of behavior
problems in secondary schools. In M. A. Shinn, H.
M. Walker G. Stoner (Eds.), Interventions for
academic and behavior problems II Preventive and
remedial approaches (pp.373-401). Bethesda, MD
National Association of School Psychologists.
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Our Working Definition of Academic Motivation
For This Workshop

• The student puts reasonable effort into
  completing academic work.

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How Do We Know Whether Motivation is a Barrier to
Learning? Student Motivation AssessmentJim
Wrightwww.interventioncentral.org
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Schoolwork Motivation Assessment
Sources Witt, J., Beck, R. (1999). One minure
academic functional assessment andinterventions
"Can't" do itor "won't" do it? Longmont, CO
Sopris West. Witt, J. C., VanDerHeyden, A. M.,
Gilbertson, D. (2004). Troubleshooting behavioral
interventions A systematic process for finding
and eliminating problems. School Psychology
Review, 33, 363-381.
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Schoolwork Motivation Assessmentp. 39
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Schoolwork Motivation Assessment

• Step 1 Assemble an incentive menu
• Step 2 Create two versions of a timed worksheet
• Step 3 Administer the first timed worksheet to
  the student WITHOUT incentives.
• Step 4 Compute an improvement goal.
• 5 Have the student select an incentive for
  improved performance.
• Step 6 Administer the second timed worksheet to
  the student WITH incentives.
• Step 7 Interpret the results of the academic
  motivation assessment to select appropriate
  interventions.

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Schoolwork Motivation Assessment

• Step 1 Assemble an Incentive menuCreate a 4-5
  item menu of modest incentives or rewards that
  students in the class are most likely to find
  motivating.

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Schoolwork Motivation Assessment

• Step 2 Create two versions of a timed
  worksheetMake up two versions of custom student
  worksheets. The worksheets should be at the same
  level of difficulty, but each worksheet should
  have different items or content to avoid a
  practice effect. NOTE If possible, the
  worksheets should contain standardized
  short-answer items (e.g., matching vocabulary
  words to their definitions) to allow you to
  calculate the students rate of work completion.

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Schoolwork Motivation Assessment

• Step 3 Administer the first timed worksheet to
  the student WITHOUT incentives. In a quiet,
  non-distracting location, administer the first
  worksheet or CBM probe under timed, standardized
  conditions. Collect the probe or worksheet and
  score.

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Schoolwork Motivation Assessment

• Step 4 Compute an improvement goal. After you
  have scored the first CBM probe or worksheet,
  compute a 20 percent improvement goal. Multiply
  the students score on the worksheet by 1.2. This
  product represents the students minimum goal for
  improvement.Example A student who completed 20
  correct items on a timed worksheet will have an
  improvement goal of 24 (20 x 1.2 24).

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Schoolwork Motivation Assessment

• Step 5 Have the student select an incentive for
  improved performance. Tell the student that if
  he or she can attain a score on the second
  worksheet that meets or exceeds your goal for
  improvement (Step 3), the student can earn an
  incentive. Show the student the reward menu. Ask
  the student to select the incentive that he or
  she will earn if the student makes or exceeds the
  goal.

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Schoolwork Motivation Assessment

• Step 6 Administer the second timed worksheet to
  the student WITH incentives. Give the student
  the second CBM probe. Collect and score. If the
  student meets or exceeds the pre-set improvement
  goal, award the student the incentive.

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Schoolwork Motivation Assessment

• Step 7 Interpret the results of the academic
  motivation assessment to select appropriate
  interventions. ACADEMIC INTERVENTIONS ONLY. If
  the student fails to meet or exceed the
  improvement goal, an academic intervention should
  be selected to teach the appropriate skills or to
  provide the student with drill and practice
  opportunities to build fluency in the targeted
  academic area(s).

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Schoolwork Motivation Assessment

• Step 7(Cont) Interpret the results of the
  academic motivation assessment to select
  appropriate interventions. COMBINED ACADEMIC
  AND PERFORMANCE INTERVENTIONS. If the student
  meets or exceeds the improvement goal but
  continues to function significantly below the
  level of classmates, an intervention should be
  tailored that includes strategies to both improve
  academic performance and to increase the
  students work motivation.

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Schoolwork Motivation Assessment

• Step 7(Cont) Interpret the results of the
  academic motivation assessment to select
  appropriate interventions. PERFORMANCE
  INTERVENTIONS ONLY. If the student meets or
  exceeds the improvement goal with an incentive
  and shows academic skills that fall within the
  range of typical classmates, the intervention
  should target only student work performance or
  motivation.

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Motivation Assessment in Advanced Subject Areas
Activity Brief behavior analysis of motivation
(e.g., Schoolwork Motivation Assessment) is most
effective for basic skill areas. In your elbow
groups Discuss ways that RTI Teams could
collect information about whether motivation is
an academic blocker on more advanced academic
tasks (e.g., writing a term paper) or subject
areas (e.g., trigonometry).
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Motivating Ideas About Motivating StudentsJim
Wrightwww.interventioncentral.org
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Workshop Goals

• In this workshop, you will
• Review information about faulty thinking that
  can undercut a students self-confidence and
  motivation to learn
• Think about a framework for thinking about
  student motivation that gives you influence over
  that students investment in learning.
• Review common, simple academic strategies to make
  learning interesting and to increase student
  motivation and follow-through.

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Assessing Students Ideas About Self-Efficacy

• Self-Efficacy. The students view of his or her
  own abilities related to specific learning tasks
  and subject areas.
• Self-Esteem. The students global view of his or
  her self-worth.

Source Linnenbrink, E. A., Pintrich, P. R.
(2002). Motivation as an enabler for academic
success. School Psychology Review, 31, 313327.
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Assessing Students Ideas About
Self-Efficacy(Cont.)

• Encourage the student to
• talk about perceived strengths and weaknesses in
  particular subject areas
• share details about successes or failures
  experienced in examples of academic tasks
• present strategies that they typically use to
  complete common academic tasks (e.g.,
  undertaking a term paper, doing homework)
• disclose their routine for preparing for quizzes
  and tests.

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Motivating Students Catch vs. Hold Factors

• Catch Factors. Grab the students attention
  (e.g., catchy graphics in a computer game,
  Jeopardy format for quiz review)
• Hold Factors. Encourage the student to invest
  time and effort in a learning activity over a
  prolonged period of time (e.g., cooperative
  learning activity, high-interest activity)

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Motivating Students Catch vs. Hold Factors
(Cont.)

• Teacher strategy to engage difficult-to-teachstud
  ents
• Start lesson with high-interest catch features
  
• Transition to include more sustainable hold
  features.

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Motivating Students Catch vs. Hold Factors
(Cont.)

• Example of teacher strategy to engage
  difficult-to-teach students in review of math
  vocabulary
• Students first sent individually around the
  school on a scavenger hunt, to collect examples
  of math vocabulary posted on walls and bulletin
  boards (catch activity).
• After students return to classroom, the teacher
  organizes them into groups, has each group
  compile a master-list of their math vocabulary
  words, and define the math operation(s) to which
  each word is linked (hold activity).

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How Attributions About Learning Contribute to
Academic Outcomes

• People regularly make attributions about
  events and situations in which they are involved
  that explain and make sense of those
  happenings.

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How Attributions About Learning Contribute to
Academic Outcomes
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How Attributions About Learning Contribute to
Academic Outcomes
So I did lousy on this one test. Thats OK. Next
time, I will study harder and my grades should
bounce back.
Some people are born writers. I was born to
watch TV.
This teacher always springs pop quizzes on
usand picks questions that are impossible to
study for!
I cant get any studying done at home because my
brother listens to the radio all the time.
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Finding the Spark Strategies for Working With
the Unmotivated LearnerJim Wrightwww.intervent
ioncentral.org
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www.interventioncentral.org
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Big Ideas About Motivation

• Idea 1 Motivation is not a quality that
  resides solely in the student. Instead,
  motivation is a result of the interaction between
  the student and his or her learning environment.

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Big Ideas About Motivation

• Idea 2 A students level of motivation is
  greatly influenced by his or her learning
  history. A history of bad school experiences can
  make students very resistant to encouragement and
  incentives.

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Big Ideas About Motivation

• Idea 3 As students become older, their
  desire to protect and to promote their self-image
  becomes significantly more important in
  determining their motivation level.

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Big Ideas About Motivation

• Idea 4 Teachers can increase the
  attractiveness of an academic activity or
  assignment through changes in the
• Learning environment
• Social community
• Academic activity
• Learning challenge
• Outcome or payoff

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Environment
Elements of Effective Motivation-Building
Community
Activities
Payoffs
Learning Challenges
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Motivating Students Environment

• The setting in which we
• work can encourage us
• to give our best effort or discourage us
  from even trying to perform.

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Motivating Students Ideas for Environment

• Let students choose their seat location and
  study partners.
• Enlist students to come up with rules and
  guidelines for effective classroom learning.
• Create a memory-friendly classroom. Post
  assignments and due dates, written steps for
  multi-step tasks, etc.

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Motivating Students Community

• We define ourselves in
• relation to others by our
• social relationships. These connections are a
  central motivator for most people.

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Motivating Students Ideas for Community

• Ask students to complete a learning-preferences
  questionnaire.
• Hold weekly 5-minute micro-meetings with the
  group or class.
• Use 2 X 10 rule Hold 2-minute friendly
  conversations across 10 days with students who
  are not attached to learning
• Provide 3 positive interactions with students for
  every negative interactions (e.g., reprimand)

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Motivating Students Activities

• Motivated students
• are engaged in
• interesting activities
• that guarantee a high success rate and relate to
  real-world issues.

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Motivating Students Ideas for Activities

• Select fun, imaginative activities for reviewing
  academic material.
• Prior to assignments, have students set work or
  learning goals. Have students rate their own
  progress toward their goals.
• Celebrate mistakes as opportunities for learning.

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Motivating Students Learning Challenges

• Every learner presents
• a unique profile of
• strengths and
• weaknesses. We unlock motivation when we
  acknowledge and
• address unique learning profiles.

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Motivating Students Ideas for Learning
Challenges

• Avoid stigmatizing as low performers those
  students who require remedial academic support.
• Use a think-aloud approach when introducing a
  skill or strategy.
• Allow students to take a brief break when tired
  or frustrated.
• Allow frequent opportunities for choice in
  structuring instructional setting and activities

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Motivating Students Payoffs for Learning

• Learning is a motivating
• activity when the learner
• can count on short- or
• long-term payoffs for
• mastering the material being taught.

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Motivating Students Ideas forPayoffs For
Learning

• Reward student effort along with quality of
  completed work.
• Build in short-term rewards (e.g., increased free
  time, pencils, positive note home) for student
  effort, work completion.
• Give students frequent positive attention (at
  least 3 positives for each negative interaction)

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Environment
Elements of Effective Motivation-Building
Community
Activities
Payoffs
Learning Challenges
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Big Ideas About Motivation

• Idea 5 A students level of motivation
  can be multiply determined (i.e. be supported
  by more than one underlying behavioral principle)

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TOO COOL Hey, I know you think this classroom
stuff is pretty important. But I just like to
hang out with my friends. I only get to see them
when I am here at school. Dont you remember when
you were a kid?
Attribution is Unstable/Stable Internal/External
Uncontrollable/Controllable

• Motivating Ideas for
• Learning environment
• Social community
• Instructional Activities
• Learning Challenges
• Pay-offs for Learning

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STRUGGLING LEARNER I dont know how to do any
of these math problems! I am sick of being called
on and getting the answers all wrong. I am too
stupid to ever pass this class. I give up!
Attribution is Unstable/Stable Internal/External
Uncontrollable/Controllable

• Motivating Ideas for
• Learning environment
• Social community
• Instructional Activities
• Learning Challenges
• Pay-offs for Learning

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THE SKEPTIC Why do I have to know about
quadratic equations or who wrote the U.S.
Constitution? When am I ever going to use any of
THAT stuff in my life?
Attribution is Unstable/Stable Internal/External
Uncontrollable/Controllable

• Motivating Ideas for
• Learning environment
• Social community
• Instructional Activities
• Learning Challenges
• Pay-offs for Learning

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BOREDOM Every day, we just do math work sheets
at our desks. The same problems over and over.
We dont get to talk to anybody. I am SOOO bored
in this class!
Attribution is Unstable/Stable Internal/External
Uncontrollable/Controllable

• Motivating Ideas for
• Learning environment
• Social community
• Instructional Activities
• Learning Challenges
• Pay-offs for Learning

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ATTITUDE My dad said that I dont have to learn
this stuff and you cant make me! I can do what
ever I want! And you cant make me do any work
if I dont want to!
Attribution is Unstable/Stable Internal/External
Uncontrollable/Controllable

• Motivating Ideas for
• Learning environment
• Social community
• Instructional Activities
• Learning Challenges
• Pay-offs for Learning