How rewards, praise, grades, competition and homework affect motivation and learning. This is the evidence base for gamification and conduct systems (Tanga, Axloqiy baholash).
Where the sources disagree
- Kohn vs the meta-analyses: Kohn says rewards undermine interest, full stop. Cameron & Pierce (1994) found small overall effects and positive effects of verbal rewards. Deci, Koestner & Ryan (1999) found expected tangible contingent rewards undermine free-choice intrinsic motivation, while unexpected rewards and positive feedback do not. Synthesis: the reward’s type, expectancy and contingency matter more than its existence. (Claude)
- Praise: Read (descriptive praise as a management tool) vs Kohn (praise as control). Henderlong & Lepper (2002): informational, sincere, process praise can help.
- Homework: Kohn says no benefit before high school; Cooper et al. (2006) found positive associations at secondary.
- Grit: Kohn’s scepticism is supported by Credé et al. (2017).
Kohn
- Rewards undermine interest in the rewarded activity
- Five reasons to stop saying Good job
- The case against grades
- Homework should be the exception, not the default
- Beyond discipline - compliance is not commitment
- Grit is persistence regardless of the goal
- Against competitiveness and rankings
Cross-source
- Descriptive praise beats evaluative praise
- Nation’s eight principles of learning as a task checklist
- Project-based learning needs language input at every stage
More notes (by source)
Adaptive Learning in ELT (Philip Kerr)
- Gamification as pointsification
Book - How to Take Smart Notes (Sönke Ahrens) - A well-defined task beats willpower
Book - The Power of Moments (Chip & Dan Heath) - Design peak moments in a course
Book - Thinking in English (John B. Muciaccia) - Visible success drives motivation - and the intermediate plateau
Larry Ferlazzo - Intrinsic motivation and deep strategies predict long-term growth
- Teach students to manage boredom
Teaching English with Oxford - Self-regulated learning - goals, triggers, self-talk
That ELT Blog (Sanchia) - Authentic audience writing - letters to real readers
From my books (highlights)
- Source - Book - How to Take Smart Notes (Sönke Ahrens)
- Source - Book - Introducing English to Young Children (Opal Dunn)
- Source - Book - Punished by Rewards (Alfie Kohn)
- Source - Book - The Power of Moments (Chip & Dan Heath)
- Source - Book - The Science of Self-Learning (Peter Hollins)
- Source - Book - The Sovereign Child (Aaron Stupple)
- Source - Book - Thinking in English (John B. Muciaccia)
Key terms (DELTA M1)
intrinsic vs extrinsic motivation · overjustification effect (Lepper, Greene & Nisbett 1973) · Self-Determination Theory (Deci & Ryan: autonomy, competence, relatedness) · contingent / expected / unexpected reward · informational vs controlling feedback · self-efficacy (Bandura) · L2 Motivational Self System (Dörnyei) · cooperative vs competitive goal structures
Already in my vault
Open questions
- Which Tanga rewards are expected and contingent on tasks children already enjoy? Those are the highest-risk ones to redesign.
- Can conduct points be redesigned around restoration rather than deductions (Kohn’s “working with”)?