Marzano Reinforcing Effort

and Providing Recognition

Pg. 96

Made in Office 2007 for office2007.com

Which of the following should not be equated to effort? a. luck b. ability c. achievement d. None of the above e. All of the above

Reinforcing effort and providing recognition

(Yields a 29 percentile gain)Ranks #3

Recommendations for Classroom Practice

• Teaching students that effort can improve achievement

• Ask students to chart effort and achievement

Effort Can Improve Achievement

• Share personal examples• Examples of well-know

athletes, educators, or political leaders

• Ask students to recall and describe their personal experiences

Charting Effort and Achievement

• Fig. 7.4, p. 101

Using the rubrics on pages 99 and 100, students rate themselves on a scale of 0 - 4

Bucket Filler or

Bucket Dipper

Marzano Providing

RecognitionPg. 107

Made in Office 2007 for office2007.com

Recommendation for Classroom Practice

• Establish a rationale for recognition

• Follow guidelines for effective and ineffective praise

• Recognition tokens• Pause, prompt and praise

technique

Establish a Rationale for Recognition

• Select and “identified level of performance for a particular task.

ex: accurately explaining or developing a sound argument with examples and expert opinion.

“Students also need to understand that if they do not receive recognition, it does not mean that they have failed.”

Guidelines for Praise pg. 110

Effective Praise• Suggest clear

attention to the accomplishment

• Provides information to students about their competence or the value of their accomplishment

• Attributes success to effort and ability, implying that similar successes can be expected in the future.

Ineffective Praise• Delivered randomly or

unsystematically• Rewards mere

participation, without consideration of performance processes or outcomes.

• Attributes success to ability alone or to external factors such as luck or easy task

Teaching Toolbox• Define Effort and give examples• Use the term “effort” often. (Per class, per week at least

twice one week and from there every other week) From massed to distributed.

• Decide what behaviors you will reward and describe some examples to you your students. (systematic approach, but be careful)

• If we do not provide positive recognition they will seek it from other sources.

• Teach student how to also praise themselves.

Understanding Checkpg. 111

Informal Groups

Peer ShareReinforcing Effort and Providing

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