You’ve been reading through a series of my posts highlighting, mostly, counterproductive extrinsic motivators.

You must be wondering, though, are all extrinsic motivators bad? The kind of motivators Alfie Kohn describes (bribery rewards) do have a negative impact on learning, but are there other kinds of extrinsic rewards (besides random rewards) that will positively effect learning?

The answer is, Yes!

It is choice that can help make extrinsic rewards almost as powerful as intrinsic motivation, that force that drives us to do what we’re interested in. Choice makes the difference. The fancy term is “autonomous supportive strategies” and comes from self-determination theory (Deci & Ryan, 1985; Deci, Vallerand, Pelletier, & Ryan, 1991). Proponents of self-determination theory maintain that integrated regulation is as effective for achieving optimum learning as intrinsic motivation.

Student Voice and Choice can be achieved through a variety of strategies. Teachers can allow students to share in the decision-making and authority within the classroom. They may negotiate the curriculum with the teacher, or help the teacher decide how they will learn the curriculum. Teachers might involve students in planning the entire unit or simply give students a choice of doing one of three assignments. Project-based learning, for example, allows students numerous choices around what form their finished product will take, while learning valuable content determined by the teacher, district, or state. The key is to make sure students have choices about their learning.

Keep in mind that giving students choices does not mean “let them do what they want.” We don’t ask toddlers, “What do you want for dinner?” But we might say, “Do you want peas or carrots with dinner?”

The same is true of students. We would never think to ask them “what do you want to learn?” But we might say, “We’re starting a unit on the Great Depression today and we’re all going to read a novel about the depression. But let me tell you about these three outstanding books so you can choose which one you want to read…” We might progressively structure more and more choice for students so that they can take on more and more of their own learning. But that would only come with careful scaffolding, just as we might give our own children more and more choices about what they eat, and as they develop the ability to make healthy choices, eventually get to the point where we do ask our teenager what she would like to eat for dinner.

This is why Student Voice and Choice is one of the Focus Five of Meaningful Engaged Learning and why it is one of the critical components of Customized Learning. It is so powerful that teachers should use it was their secret weapon in working to motivate students and help them be successful.

References:

Deci, E. L., and R. M. Ryan. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

Deci, E., Vallerand, R., Pelletier, L., & Ryan, R. (1991). Motivation and education: The self-determination perspective. Educational psychologist, 26(3 & 4), 325-346.