The Power of Choice

Bill Blynt
May 11, 2009

How can we enhance students' natural motivational drive in today's classroom environment? Give them a choice! According to numerous research studies (Adler, 1930, Levin, 1952, Malone and Lepper, 1983, Glasser, 1985, Deci and Ryan, 1985, Flink et al., 1992), choice or the illusion of choice is a powerful motivator. When students are given a choice their intrinsic motivation increases and they feel more in control of their learning. People, including students, have a basic tendency to want to control what happens to them. If we can get the learners to perceive themselves as doing something because they want to instead of because they are being forced to do it against their will, they will feel in control of their learning. Learners are most strongly motivated to learn when they, themselves, decide what to learn and how to learn it. This is the ideal learning situation. Today's standards driven curriculums demand teachers address specific performance objectives in certain courses or grade-levels. Knowing that choice increases the students intrinsic desire to learn new things, the challenge for teachers is to routinely provide students with free choice and as much control of their learning environment as possible.

According to William Glasser (1985), the feeling of loss of control is one of the most powerful anti-motivating factors in education. Students who feel controlled by their teacher tend to disengage and become frustrated and unmotivated. In order for students to learn, they must be engaged and feel a part of the process. Providing opportunities for students to make choices enhances their feeling of control, encourages risk-taking, increases confidence, reduces feelings of anxiety and makes learning enjoyable. Even when the choice is limited, the pure illusion of choice has been demonstrated to have powerful motivating consequences on human behavior. (Dember, Galinsky, Warm, 1992)

Teachers should provide students with the opportunity to make choices whenever possible. The choice options must be explicit and clearly articulated to the students. Choices offered to the student should be at or just beyond the skill level of the students. Options that are too difficult will lead to frustration, while those too easy will lead to boredom. Choice options that do not meet course expectations should NEVER be offered. The options should provide students with alternative, not easier, ways of demonstrating understanding. Students should be encouraged to select the choice option that appeals to their interests. Finally, the number of options should be limited to prevent anxiety that may be caused when students are overwhelmed by multiple decisions. (Malone and Lepper, 1983) Some examples:

  • We will be studying sonnets. Select one of those listed, and, with a partner of your choice, complete the assignment provided.

  • You are required to write a term paper for this class. You can select a topic of your choice but must complete the assignment as outlined.

  • We have just completed a study of .... Select one of the options outlined to demonstrate your understanding and answer the unit essential question:  political cartoon, two person debate, editorial column, video new report. Specific guidelines for each option are provided.

  • Develop a graph, or construct a model that shows the relationship of _____ to _____.

  • If sequence is not important, poll students, and allow them to determine the sequence specific topics will be taught.

  • Provide a block of time every day during which students can decide what to do within guidelines established in the classroom. (Kohn, 1993)

Choice promotes intrinsic motivation in students. The results from many studies, in diverse education contexts, suggest that the positive consequences of choice are apparent, even when choice itself is trivial, incidental or entirely illusory. Students enjoy, prefer and persist at activities that provide them the opportunity to make choices, to control their own outcomes, and to determine their own fate. (Malone and Lepper, 1985) Providing students with choice, and thus control over their own learning environment, has far-reaching benefits and leads to increased academic achievement.