Title: Reward Schedule - Rewarding System example
Type of the resource: OTHER
Funded by: Swedish National Agency for Special Needs Education and Schools.
Authors:
Type of disability: ALL TYPES
Target education level: Early childhood
Primary education
Vocational Education and Training
Language(s): English
IPR:
OER:
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
It is a five step process that gives a guidance to the teacher on how to create a reward system to support student engagement in a training
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
The teacher and the student have gone through the process and have common agree on the reward system.
Sources and means of verification: (What are the sources of information for these indicators?)
The five step process that decide the reward is written in the reward schedule form. The suggestion of rewards, the chosen rewards and the rank of which one the student value more. The decision about the reward of the week is written in the child Logbook. Every week the child can have a new reward
Risks and Challenges:
The reward schedule document and the Student Log Book are in English language, which means the trainer in order to use it will need to be familiar with English Language and do the localization in Greek.
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
Support student engagement in training
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Following the training we see that the student is engage and is motivated to continue with the training. The reward system is effective enough to give a boost for the student to continue with his training without showing signs of disengagement from the training
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
We can collect information from the training system of the child and from his logbook we can see how motivated it is
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
In the child reward system write only goals and rewards that are realistic for the specific child and as the child complete his program allow him as agree to have his reward. If not, the child will be discourage from the process.
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
The teacher following the process will find what is the best reward for the child in order to keep him motivated during the training activities.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Using the system the child is motivated during the whole period of his training, he successfully finish his training without complains or showing signs of giving up.
Sources and means of verification: (What are the available sources of information for these indicators?)
The training system will record his progress so we can measure his improvement and the student logbook will show the engagement of the child in the training.
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Before starting the training make sure that the child has minimum ICT skills such us mouse skills, download the software, have your reports for recording the child progress and have in front of the child his logbook in order to remind him his reward.
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
The key activities are:
1.Teacher together with the child they will make a list of possible rewards.
2.Then, they will need to remove unrealistic rewards.
3.As a next step, the child will choose five rewards.
4.Will rank from (1-5) the most valuable and final will write the chosen reward in the logbook. The logbook will have the reward system of the child and will support student engagement in the training.
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
You will need to have access to printer in order to print the reward schedule and the student logbook
For the training of the child you will need: a clear reward system and his logbook
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Rewards and the set goals of the training should be reasonable according to the child capabilities in order to support student engagement. If the system is not realistic, it will discourage the user to continue the training. In order to be in the safe side you can set at the begging goals that you know that the student for sure he/she can accomplish them in order to encourage them and add new elements on your training slowly so the child can follow
Attachment:
URL: http://flexprogram.org/wp-content/uploads/2017/05/Logbook_Junior.pdf
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