This week’s (short) piece by Shiang-Kwei Wang and Seungyeon Han further explores the topic of motivation. The authors focus on a particular case study of a professor assigning a news report on a foreign nation to her students. Through this example, we are brought to learn about what they call the Six C’s of motivation: choice, challenge, control, collaboration, constructing meaning, and consequences.
The Six C’s of Motivation strategies have the potential to enhance students’ motivation when applied to open-ended tasks (Turner & Paris, 1995). There is no single correct answer in the open-ended tasks, allowing students to make their own choices and goals. In the open-ended task context, teachers should guide students in selecting the most appropriate choices, setting up short- and long-term goals, planning and evaluating their projects, working collaboratively, constructing personal meaning through the task, and displaying their final projects.
When integrating the six C’s of Motivation into curriculum design, it is important to be aware of the progress of each group and provide feedback based on that progress. When students engage in meaningful open-ended tasks, their motivation increases and the effect of learning is more powerful.