Using Active Video Games for Rewards
Reading Incentive in a Middle School Library
At Mahoney and Memorial Middle Schools in South Portland, Librarians Dan Wolosky and
Connie Burns successfully implemented a reading incentive program using DDR™ as the
reward. Connie describes the program below:
All students in grades 6-8 were invited to participate in a chance to win a DDR™ party for
themselves and 5 of their friends. Students read a book (any book of their choice, any length)
and then completed a half-page form that included the author, title, and something about the
book (enough that I would be convinced they had read the book). The form was then placed
in a large covered box. Students could read as many books and fill out as many forms as they
wanted. Once a month, a drawing was made. The student's name, along with the book he or
she had read, was announced at the end-of-the-day announcements. The student was asked
to see the librarian. Together we would decideon a day for the party to take place (during
workshop at the end of the day). The student would give the names of 5 friends. Invitations
were sent to all 6 kids via their homeroom teacher. On the day of the party, during workshop,
the library was all theirs for dancing! Both boys and girls were thrilled with this reward and
reading soared.
Using Teen Mentors with Dance Pad Video Games as a Reward
Contributed by Karen MacKenzie, 2nd Grade Teacher, 2007
In 2006-2007 Fairfield School in Saco, Maine, (grades K-2) utilized teen mentors and a dance
mat game called In The Groove™ to incorporate physical activity into the school day. At this
school, the stage in the cafeteria/gym housed the dance mat system. The program was run by
junior and senior mentors and one on-site teacher. Each week, the mentors would excuse a
group of students from one classroom to dance for 10 minutes. Classrooms were selected on
a rotating basis so that all the classrooms had a chance to dance. Some students had a special
plan and danced more often than others; this was determined by the student assistant team
or classroom teacher. Typically each student danced to 3-4 songs and then returned to their
classroom. The student time out of the classroom was about 10-15 minutes.
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Fairfield School noticed that when students returned to the classroom, they
were more energized, motivated and ready to get back to classroom work.
Students are enthusiastic about dancing. Skill and confidence are gained each time
students dance.
The junior and senior mentors are a valuable resource when it comes to the
technology.
Mentors and students teach each other. As a teacher, you don't have to
know much about the program to begin because they will teach you!