Chapter 15 page 358
key information and questions about ancient Rome. The students quiz each other about the information
covered by the worksheet, compare their answers, and work out any problems they encounter. At the end of
the study period, each student takes a quiz. Each team’s score is based on how much the students
improved, on average, over their past scores. For instance, suppose that among the four students on a team,
one student improves from an average quiz score of 72 to 80, a second improves from 78 to 95, a third
improves from 84 to 90, and the fourth declines slightly from 96 to 95. This team’s score would be (8 + 17
- 6 + -1) / 4 = 7.5.
On the basis of team performance, teams may receive rewards that can include certificates,
recognition in class newsletters, or other tangible rewards. While some teachers may occasionally use
grades as the reward, many favor assigning grades based on individual performance and, separately,
providing additional rewards based on average group performance for individual learning. For example,
students might earn grades based on their individual test performance, but their groups earn class points
based on their average test performance. The students can then use their class points to “purchase” free
time, computer time, books, or other prizes that the teacher has provided.
How reward structures promote core processes. Group rewards for individual learning is a reward
structure that is tailor-made to promote positive interdependence in that students working in groups can earn
rewards only if all students, on average, show sufficient improvement. Because low-performing students
know that their contribution is important, they have an incentive to work hard. Similarly, high-performing
students have an incentive to help low-performing students because they can receive rewards only if the low-
performing students improve. Because group scores are based on improvement, even a failing student can
contribute to the group just by making a modest improvement. As learners improve, their self-efficacy is
likely to increase. Group norms will emerge that discourage off-task behavior because students will
encourage each other to make the effort needed to secure the rewards. Thus, the group will also be more
engaged.
In contrast, group rewards for a group product do not promote positive interdependence. For
example, if a group of students is assigned a worksheet to turn in together for a group grade, the group can
opt to let the most proficient student in the group do all of the work so that the entire group will end up
receiving an A.
Problem 15.5 Evaluating teaching: Reward structuresMs. Amborn, a fourth grade teacher, has worked out a lesson plan using group
rewards. Her lesson is about forms of propaganda. She will introduce students to 12
propaganda techniques, such as jumping on the background and making
overgeneralized claims. She will give groups of students 15 different advertisements
from different times in history. The students will work in groups of four to determine
which propaganda techniques appear in each advertisement. Ms. Amborn will
determine what each student learns by having them create their own advertisement
that incorporates at least 5 different propaganda techniques. Students will be allowed
to help each other, but each student is responsible for his or her own work, and each
advertisement will be graded individually. Then Ms. Amborn will provide rewards to
the group based on the average quality of the advertisement in each group. Any group
whose members correctly incorporate an average of 4 or more propaganda techniques
in their ads will receive a reward. << The problem will include a small picture of a
student’s ad.>>
Evaluate this lesson plan from the point of view of reward structures. Is this
lesson plan an instance of STAD? Is it likely to promote positive interdependence? Is it
likely to promote individual student learning?