Note: This micro-credential requires the use of the eSpark platform. Eligibility is restricted to teachers in districts participating in eSpark’s micro-credentialing program. For more information, visit: www.esparklearning.com.
Using eSpark or Frontier and the accompanying resources for teachers – such as the weekly email alert – the educator incorporates student motivation strategies into the classroom culture to create a positive recognition system.
In eSpark, students receive eSpark “High Fives” every time they complete a quest with 80% or higher on their post-quiz. Additionally, teachers are notified of the “High Fives” in their weekly email alerts. Using these “High Fives,” educators can establish a positive recognition system to keep their students motivated.
In Frontier, students receive “High Fives” every time they complete a Frontier. Additionally, teachers can track the student “High Fives” on their teacher dashboard. Using these “High Fives,” educators can establish a positive recognition system to keep their students motivated.
eSpark and Frontier classrooms that implement positive behavior management and recognition systems often have greater success than those who do not. Using various research-based techniques, an educator can influence the culture of her/his classroom and impact the motivation of individual students both during eSpark or Frontier time and outside of it using “High Fives.”
An effective recognition or incentive system includes the following components:
For more information about using eSpark in your school or classroom, see the Resources section below.
It cannot be denied that differentiation can have a tremendous impact on student motivation (Subban, 2006). The principles of blended learning align with many of the practices educators use to motivate their students both extrinsically and intrinsically. As student motivation has a tremendous influence on a given student’s academic success and progress, augmenting behavior management strategies and systems to support and amplify blended learning is essential (Zepeda et al., 2015). Teachers can do this by using high fives.
The items in this following section detail what must be submitted for evaluation. To earn the micro-credential, you must receive a passing evaluation for Part 1 and a “Yes” for the artifacts submitted for Part 2.
(800-word limit total):
In this overview, consider the questions below. Provide a description of what you want this recognition system to look like and how you will implement it and measure its success. If you already have an eSpark or Frontier recognition/incentive system in place, provide a description of how you would like to see this system improved.
How will you know if this recognition system is successful?
What will your classroom “High Fives” look like?
How do you want to introduce and implement this system?
The educator must submit pictures (if you choose to submit photos, you should submit multiple photos) or video evidence of their recognition system. This should also include a step-by-step explanation (in a Word document) of the mechanics of the system. The evidence submitted should answer the question “What does your incentive/recognition system look like?”
In your explanations, describe how each piece of this system will address the changes/behaviors you want to see
Example: Photograph from Step 1 of the recognition system
Photograph from Step 2 of the recognition system
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