Are we really punished by rewards?

Posted on May 9, 2012 by Liz | Permalink 0

Alfie Kohn writes that incentives and rewards used in schools are archaic remnants of behaviorism, a psychological theory that posits that human and animal behavior is conditioned and shaped by reward and punishment.   Progressive education, while not a psychological theory, advances the idea that schools should encourage critical thinking and intellectual curiosity in order to develop intrinsic motivation in our children.At Watershed School we wondered if giving students awards at the end of the year was inconsistent with our program’s progressive philosophy of education which describes learning as experiential and developmentally appropriate.  We believe that children learn best when they are engaged in real world problem solving and meaningful activities.  These tenets are certainly mirrored in progressive education which holds discovery, activity, experience, and the cultivation of individuality as critical components of a suitable learning environment.

Research on the effects of rewards on motivation generally shows that the negative effects of rewards are pervasive, unless there is clear and compelling informational value in the reward.  For the most part, when people are rewarded they lose focus on the internal motivation (feelings of pride, accomplishment, and self affirmation) and focus on the external motivation (money, pleasing others, and social affirmation).

Our teachers are reluctant to continue the practice of giving awards to students.  Historically the school has named one or two recipients of the ICE (Integrity, Craftsmanship and Expeditionary Behavior) award at its graduation ceremony.  Does this impact industriousness?  Inspire future acts of leadership among the student body?  Or does it leave the rest of the students feeling deflated and inadequate?  How does rewarding performance impact creativity?

An interesting study on the effects of rewards (Selart, Nordstrom, Kunaas & Tekemura, 2008) showed that when people are rewarded for a specific task, their motivation is not impacted.  However when people are rewarded for performance, they are less likely to experiment with creative ideas, thus their internal motivation is reduced and creative output is stifled.

Certainly a progressive school like Watershed seeks to foster creativity and self-efficacy, and would be failing in its mission if its practices suppressed critical thinking.  What do you think?  Are we “punished by rewards”?

References
Kohn, A. (1999).  Punished by rewards.  New York: Houghton Mifflin.

Pierce, W., Cameron, J., Banko, K., and So, S. (2003).  Positive effects of rewards and performance standards on intrinsic motivation.  The Psychological Record, 53, pp. 561-579.

Selart, M., Nordstrom, T., Kuvaas, B., and Tekemura, K. (2008).  Effects of rewards on self-regulation, intrinsic motivation and creativity.  Scandinavian Journal of Educational Research, 52, 5, pp. 439-458.

Philosophy

Why Have School on MLK Day?

Posted on January 16, 2012 by Liz | Permalink 0

We believe that it is a great honor to come together as a community of learners to celebrate the life and legacy of Martin Luther King, Jr. Today we will march with others in Boulder who are asking thoughtful questions about how to create a more inclusive and equitable community. As a school that promotes deep learning and critical thinking about meaningful topics, we believe that having a day together is the best way to honor Dr. King.  The link below is a wonderful explanation of the importance of MLK Day.

MLK Day – a legacy of service and kindness to others

Philosophy

Reflections on Learning

Posted on December 2, 2011 by Liz | Permalink 1
    The idea of deep learning as opposed to surface learning has been promoted as an outcome of engaging learning experiences.  One key feature of deep learning is critical thinking, a higher level of reflective thinking.  Research shows that institutional culture along with assessment methods influence student engagement as well as the approach to learning that students use.At Watershed School students present their learning to the community in a variety of ways and receive feedback that supports a deeper engagement with the topic.
    At the end of each term, students engage in Presentations of Learning (POLs).  These POLs are a form of assessment, similar to an oral defense.  Each student develops their ideas about the essential question that they have been immersed in over the term and creates an oral presentation that is delivered to teachers, peers, family and community members. During the last two weeks of the term the school turns into an individualized workshop where students and teachers are meeting in small groups to hone the thinking that goes into the presentation.  The standards are high for students to process and synthesize information that they have spent weeks learning about.  Studies show that “students who engage in this deep level of thinking are more intrinsically motivated and curious to seek and make meaning from their learning” (Phan 2011, p. 286).
    Once the rigorous individual POLs are completed, faculty assess students’ performances based on the level of conceptual understanding that has been demonstrated.  In a thoughtful and high stakes discussion, faculty decide if the student has completed a 360 degree approach to defending their ideas about the topic.  Those that fall short must go through the revision process, and present again.Following POLs, the entire student body presents their learning during the Festival of the Arts and Intellectual Reflection, otherwise known as FAIR.  Far more involved than a science fair model, FAIR incorporates a collaborative team-based approach to presenting learning as groups of students deliver art, movies, one-act plays, mini-lectures, and other performances that represent their learning.
    The potency of this type of reflective thinking has been well researched by educational psychologists.  In fact, the ability to synthesize information analytically suggests the use of cognitive reflection which provides individuals with hindsight that avoids the misinterpretation of information, known in the education world as misconceptions.  A well known video highlights graduates from Harvard University who have misconceptions about how seasons change.  Perhaps if they had gone to Watershed School they would be able to think critically about their ideas.  http://www.youtube.com/watch?v=p0wk4qG2mIg This year’s FAIR takes place on December 10, 2011.  We invite you to attend to see what this innovative assessment of learning at the middle and high school levels entails.
    Phan, H. (2011).  Deep processing strategies and critical thinking: Developmental trajectories using latent growth analyses.  The Journal of Educational Research, 104:283-294.
Philosophy

Google Aps for Education

Posted on September 17, 2011 by Liz | Permalink 0

I spent the day at Google in Boulder last week with educators from all around Colorado.  We explored Google’s Chromebook and Google Aps for Education in small groups.  It is remarkable that large school districts are beginning to see the benefits of Google Aps including calendars, documents, sites, and forms. 

Watershed School has been using Google Aps for several years now.  One of the ways we use Google is to create e-portfolios using sites for each of our students.  We have a template that incorporates a home page, a blog, and a file box that students use to store their work.  The blog is used as a tool for student reflections, and the home page is a place where students can describe their learning experiences and interests.

Students present their portfolios in middle school at student led conferences and in high school at 10th and 12th grade to show they are ready to mvoe on to the next level of their education.

Here is a sample of a student portfolio. 

https://sites.google.com/a/watershedschool.org/mikes-draft-portfolio/Home

Technology does alot to promote learning skills, including reading, writing, and thinking, not to mention getting kids ready for college and work.  At Watershed School, where each student uses a laptop everyday, technology is integrated into students daily lives.  We have been the fortunate recipient of funding from the Compton Foundation designated for computers and software in our school.  From the ability to share documents among students and teachers, to the use of video production to demontrate learning, technology is a hallmark of a Watershed School education.

There are some great websites for parents to peruse that explore the lines between use and overuse of such things as computers, cell phones, and social networking sites.  www.lorigetz.com is a good one. 

For more on this topic, here is a Facebook posting from last year (http://www.facebook.com/#!/notes/watershed-school/safety-security-and-ethics-of-internet-use-posted-by-liz/176770129000011)

My visit to Google reminded me of the innovation that exists at Watershed School, especially when the Google Teacher Trainers expressed their accolades for the outstanding use of Google Aps for Education by our teachers and students.

B-Curious… because creativity is not an accident!

Philosophy

Use your imagination!

Posted on September 4, 2011 by Liz | Permalink 0

One of my favorite educational philosphers is Maxine Greene.  Maxine has dedicated her life to the arts in education, and making sure that children are wide-awake to art.  She believes that the creative spark is within us all and that schools have a responsibility to cultivate creativity.  She challenges educators to move beyond the empty space and make education about something, about the lives of those we teach. 

http://www.maxinegreene.org/about_maxine_greene.html

In her book, A Light in Dark Times, she evokes the social imagination as an antidote to cynisism and hopelessness.  She says, “Social imagination involves looking at the world as if it could be otherwise” (Greene, 1998, p.157).

At Watershed School in Boulder, Colorado, we are constantly looking at the world and imagining what could be.  After all, that is what a 21st century education aspires to.  Through reading, reflecting, critical thinking, inquiry and dialogue, students begin to have the freedom to formulate new ideas. 

This fall, the middle school is asking, How does water shape the world around us?   Their site shows the ongoing investigation into this essential question. 

https://sites.google.com/a/watershedschool.org/source-to-sea/

B-Curious… because creativity is not an accident!

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