The E4Effort System
Emphasize student effort to improve student engagement and raise outcomes
Give students two ways to gauge their performance:
Academic grades and in-class Effort
The E4Effort System has three main parts:
- A Teacher Dashboard
- A Teacher Scoring App
- Individual Student Portals (see image)
Use the Teacher Scoring App to give students credit for:
- Arriving on time (Ready)
- Paying attention (Participation)
- Staying focused (On Task)
- Proper conduct (Behavior)
Teachers can create Subcategories for the effort categories of Participation, On Task, and Behavior
For example, if a teacher would like to emphasize certain types of behaviors they could create behavior subcategories such as Physically Appropriate, Verbally Appropriate, Respectful, etc.
Students earn “Effort Shares” (points for recent and sustained classroom effort)
Students track their Effort Shares and Achievement Badges from their Student Portal.
Effort Shares can be used:
- as bonus points having no real value
- as bonus points that are converted to extra credit
- as a classroom currency program… see next slide
Optional Classroom Currency:
Allow students to redeem Effort Shares for Buyback offers such as classroom privileges or school supplies
Students redeem Buyback offers from their Student Portals
Teachers create Buyback offers from their Teacher Dashboard
Designed for grades 3 to 12 by a middle school • tested and approved by teachers with over 100 years of experience
Benefits of using the E4Effort System include: • Your students are more attentive • Their participation opportunities are balanced • You’ll give more feedback on both effort and product • You can hold students accountable while collecting less work • Use the Recognition category to give authentic praise
Why emphasize effort?
(4 min 22 sec)
How it works
(Teacher Scoring App 2:44, Student Portals 1:24, Teacher Dashboard 1:51; 6 min 39 sec)
Helpful videos and articles to get started with your classes:
I often use the participation feature with students. It’s a great way to ensure that I’m calling on all students, not just the few who raise their hands. Consistent use of this and other effort categories makes it clear to my students that everyone is expected to engage and contribute within the classroom community!Nicky - Minnesota
The E4Effort System:
- Helps students raise their level of GRIT! Chapter three of the New York Time bestseller GRIT is about the psychology of achievement. The author presents two simple equations on how to get from talent to achievement: talent x effort = skill and skill x effort = achievement. Students should know that effort counts twice when going from talent to achievement! Duckworth, Angela. Grit. Vermilion, 2017.
- Encourages a Growth Mindset by having the teacher consistently observe and report student effort! Dweck, Carol S. Mindset: The New Psychology of Success. Ballentine Books, 2008.
- Promotes skills such as perseverance,
self control, and conscientiousness – being vigilant. Researchers in the field of industrial/organizational psychology,found that the best predictor for hiring productive workers was conscientiousness. Tough, Paul. How Children Succeed.Mariner Books; Reprint edition (July 2, 2013)
- 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, 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 Techniques 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
properprovision, 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.
andJames E. Daniels. Performance Management. Performance Management Publications, 2004.