Recognition

Link to the other aspects by clicking the appropriate letter  R  E  O  R  D  E  R

It is central to the PbyP approach to believe that learners will only continue to be motivated to learn in those areas where the gain for them or their team is similar to the effort they put in.

Schools particularly, have to manage this environment by providing recognition that is trusted as valuable by the community.  If you are achieving a personal goal you need that recognition at the end and if you are managing a larger scale project then you either need to establish a strong team ethos so everyone benefits from the effort of a few or your need to construct ways in which effort and achievement are genuinely recognised.

Some key questions to consider may be;

• How will learners be recognised for their achievements and their contribution to enhancing the vision and values of the school?
• How will managers and teachers and parents be similarly recognised.
• How will this recognition fuel public sharing, praise and learning?
• Many school core aims are based on competencies such as student ability to reflect, collaborate, participate be creative etc – how will progression in these core aims be measured, recognized and rewarded?
• How can IT manage e-portfolios of evidence?
• Will peer recognition be given status in terms of peer review and peer assessment?
• How will the skills of students be recognized if they are higher than those of the teacher?
• How will the introduction of new teaching practices and successful development be recognized and qualified?

If you are personalising this aspect then you may find the following ladder helpful to gauge your progress and set targets for development.

Level 1 – One size fits all – Examination data is the only formal recognition process End of course examinations are given extremely high status and progress towards them is the only area of praise

Level 3 – Choice –  A range of optional certificates are available for learners Learners can build up a ‘record of achievement’ collecting qualifications or badges for low status optional courses

Level 5 – Personalised ‘For’ Groups – Teachers can award points or prises based on loose criteria Teachers can use a rewards system such as awarding A* for work or effort or whatever they wish to award Intermittent awards such as *** of the month etc are used extensively but control is maintained by teachers Teachers may use reward systems for specific purposes such as behaviour modification or motivation

Level 7 – Teacher Strategy – Achievements are recognised through transparent processes Recognition in the form of public presentation and opportunities for the learner (and teacher) to present are used strategically to recognise achievement and inspire others.  Routes to recognition are therefore given importance. Externally verified and evidenced progression in competencies is given more status than thresholds. Multiple avenues of recognition are used, for example online, media, radio, public performance, peer assessment

Level 9 – Personalised ‘By’ the learner ? – Awards are open to all and publically awarded to all Learners are encouraged to praise others and recognise progression in others including awarding teachers. Collaborative achievement is recognised and opportunities exist for setting complex group challenges The ultimate aim is to empower learners as active, effective contributors in the learning community.  To this end, teachers and other learners work strategically to make sure that recognition is used systematically to recognise success but more importantly to openly share learning and make achievement the fuel for spreading learning.

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