The E4Effort System
Created and tested by teachers for teachers
Improve student outcomes!
Motivate students and centralize jobs you are already doing!
Learn more by watching our 3 minute introductory video
Use E4Effort and the Effort Metric to:
Give more frequent acknowledgement of student work without collecting more assignments; Jumpstart
engagement; Balance participation; Change dynamics; Improve learning; & more…
How to get started?
1. Review E4Effort Plan options
2. Sign up for a Bronze, Silver, or Gold Plan
3. Sign In to your account from a desktop or laptop computer to load your courses and students
4. Download our Scoring App from the Apple App Store or Google Play
5. Go to the Teachers Help Center to learn how to start using the E4Effort System
The E4Effort System:
Encourages a Growth Mindset by measuring and reporting student effort! Dweck, Carol S. Mindset: The New Psychology of Success. Ballentine Books, 2008.
Counterbalances the negative effect of low grades. “low grades may set in motion a downward spiral, whereby consequent declines in engagement result in even lower grades.” (Poorthuis, et.al., 2015) Poorthuis, A, Thomaes, S, Juvonen, J, Denissen, J, de Castro, B, & van Aken, M 2015, ‘Do Grades Shape Students’ School Engagement? The Psychological Consequences of Report Card Grades at the Beginning of Secondary School’, Journal Of Educational Psychology, 107, 3, pp. 842-854
Gets students to focus better through the practice of cold calling. “…the single most powerful technique in this book is, I believe, Cold Call” (Doug Lemov, pg 114). Lemov, Doug. Teach Like A Champion: 49 Techniquest That Put Students On the Path to College. Jossey-Bass, 2010.
Improves student awareness – “things can’t get into long term memory unless they have first been in working memory … if you don’t pay attention to something you can’t learn it.” (Daniel Willingham, pp. 54-55). (Willingham, Daniel T. Why Don’t Student’s Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What it Means for The Classroom. Jossey-Bass, 2009.
Provides extrinsic rewards in the forms of scores, badges, and Effort Shares. Social cognitive researchers and self-determination theorists “concur that under proper provision, extrinsic rewards may in effect ignite intrinsic motivation and therefore reinforce learners’ participation and deep learning.” Rassuli, A, 2012, ‘Engagement in Classroom Learning: Creating Temporal Participation Incentives for Extrinsically Motivated Students Through Bonus Credits’, Journal Of Education For Business, 87, 2, pp. 86-93
Reinforces time on task by scoring students in the Ready, and On Task categories and by awarding badges through the Recognition category. “Continuous reinforcement [Ready and On Task categories] is the best way to develop new behaviors or to improve performance when it is very low.” While the effect of continuous reinforcement is strong and needed for steady improvement, “intermittent reinforcement [Recognition category] generates higher levels of performance than continuous reinforcement.” (Daniels et al., 2004, p.77.) Daniels, Aubrey C. and James E. Daniels. Performance Management. Performance Management Publications, 2004.