Investing in Remote Engagement: Using Participation Points as Currency
By Christina Quarelli, K-8 Curriculum Specialist at McGraw Hill
Part 2 of our series, “Make Every Remote Learning Moment Count,” where we explore no-plan strategies to boost student engagement quickly.
It’s no secret that motivation has a direct effect on all levels of student engagement. If your virtual classroom is built on a safe space and motivates your student, then their growth, mastery, and retention will have something to stand upon firmly. We must have solid ground before we can gain momentum. However, now more than ever, one of the most challenging tasks teachers face is how to instill intrinsic motivation in their learners from a distance.
To truly boost student engagement remotely, consider using participation points as currency for your remote classroom!
Create a Point System
Establish a set amount of minimum points for the grading period; maybe it’s 10 points for the first quarter/semester that gradually increases throughout the school year as you get to know your students. This will also provide ample time for the more inhibited students to find their voices as the year progresses.
Make it realistic for all students; even conferring with students to establish their own goals is a safe way to set the stage for what may be perceived, initially, as a punitive system. Bear in mind that students will always be harsher on themselves! This goal should be dynamic and have the ability to change throughout the term, if both you and the student agree, when deemed appropriate and given certain situations. Maybe they need to amp it up, or maybe they need to scale it back.
Determine How Students Can Earn Points
Next, establish ground rules on earning participation points, such as always providing evidence/reasoning to support their answer. Consider different point values by creating a point menu for various types of engagement: summarizing a peer’s thought might be 1 point, extending a thought might be two points, respectfully disagreeing with another student might be three, citing another source that is relevant could be worth 5, etc. When assigning a range of point values, consider the depth and complexity of what they’ve shared.
Allow Flexibility in Spending and Banking Points
Also, think about allowing students the opportunity to “bank” a certain number of points above their total for themselves.
Why?
Maybe they had a bad day earlier in the semester and just couldn’t get it together on a prior assignment. Allowing a limited number to go towards other assignments could very well alter the entire experience for that student, because second chances are a natural occurrence in life. They will one day be able to retake their driver’s test if necessary, or an entry exam for a specific school program, maybe even the bar exam!
When students know that nothing is carved in stone, they will naturally relax.
For the remaining points, allow students to practice generosity and donate them to other students who maybe didn’t reach their goal due to their shy nature. To make this anonymous, you could have a class point bank; students can write a persuasive essay explaining why they believe they should be chosen to use some of the donated points and using evidence to support their argument.
Build Autonomy
Some teachers may think this is rescuing students and taking away accountability or ownership over mistakes or mediocre effort. However, students will quickly learn that choose this route involves more work and more effort than simply fulfilling the requirement in the first place.
Using participation points as class currency can be a profound and non-punitive way to make students the center of their learning and participation. It can boost motivation, work ethic, and the overall supportive nature of your class community.
For more on how to make the most of every virtual learning moment download the guide below!
Christina Quarelli is a K-8 Curriculum Specialist at McGraw Hill. Christina, a former K–8 teacher of 18 years, specializes in gifted education. She holds a Master of Education degree in Educational Counseling and has worked as both a teacher mentor and instructional coach focusing on best practices for engagement and maximizing learner potential. Christina is currently a K–8 curriculum specialist for McGraw Hill and resides in Phoenix, Arizona. Most recently, Christina has created teacher supports and resources for those transitioning to teaching their core content remotely.
