Combining 6 C of Motivation
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Combining Technology with the 6 "C" of Motivation for students.
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Combining 6 C of Motivation
- 1. Combining Technology with the 6 “C’s” of Motivation Kevin Tribaskoro Nur Budhi Ruth Bunga Oktauli
- 2. “There are three things to remember about education. The first one is motivation. The second one is motivation. The third one is motivation.” Terrell H. Bell
- 3. The Six Cs of Motivation Choice Challenge Control Collaboration Constructing Meaning Consequence
- 4. Choice When students are given choices to select tasks that are close to their personal interests, their motivation to learn increases. A general topic range may be provided depending on the teacher's goal, but the student makes the specific choice their personal interests.
- 5. Challenge When providing tasks requiring appropriate level of challenge, students are more likely to be motivated. Teachers should provide feedback to enhance students’ self-efficacy and sustain their motivation toward learning.
- 6. Control When involved in the process of classroom control, students will be more responsible and independent. Giving them some control over decision-making in the classroom and let them be a part of the entire learning experience. Give students the opportunity to self-evaluate.
- 7. Collaboration Students willingly work together and inspire each other to reach a desired goal and finish the group task. Enhances individuals’ thinking and learning Students share learning strategies and perspectives with each other through social interaction
- 8. Constructing Meaning When students find meaning and value in their work then their motivated to learn Conduct individual or small group conferences to discuss the importance of the work that the students are doing.
- 9. Consequences Teachers provide channels for students to display their work and learn from each other. This also gives students a positive feeling about effort, ownership, achievement, and responsibility. Teachers’ opportunity to praise the student’s effort.
- 10. Technology Technology as a motivator for students : Keeps student attention Interactive Concepts become visual Taps into visual learning styles Authentic and challenging Can inspire personal interest Connecting to Technology control Consequences Constructing meaning collaboration challenge choice Technology control Consequences Constructing meaning collaboration challenge choice Technology
- 11. Conclusion Student motivation is necessary for learning. By implementing the Six C’s into the lesson design of open-ended task, the potential for student motivation increases. Pair this with the use of technology and student learning becomes even more engaged.
- 12. References Harris, R. (1991). Some Ideas for Motivating Students. Virtual Salt. Turner, J. and S. Paris (1995). How literacy tasks influence children’s motivation for literacy. The Reading Teacher. 48(8). 662-763.
- 13. QUESTION ?
Hinweis der Redaktion
- This morning our group will present “” Ask yourself this question, how can we as a future teacher increase classroom motivation? In my opinion, one of the best way is by using technology because it brings “fun” learning for most students. Today I’ll be sharing information about motivating students to learn through technology. I will concentrate on the following points of the 6 C’s of motivation. There are choice, challenge, control, collaboration, constructed meaning, and the last point is consequence.
- So, now let me start from the sic c’s if motivation. Motivation itself is an internal process that makes a person move toward a goal. Turner and Paris suggest some strategies to increase students' classroom motivation. They have been labeled as the 6 C’s of Motivation. They are as follow: Choice, Challenge, Control, Collaboration, Constructing Meaning and Consequences. As we apply the Six C’s of Motivation to instructional design it is important to remember that these strategies can be modified and adapted as needed. When all these are applied we tend to see that a student’s motivation increases.
- By providing choices among related learning objectives, the students  enhance the intrinsic motivation. An individual will get involved in making a decision and enjoy doing it. The more engagement students have, the higher motivation the learning process. The teacher also take the responsibility by able to meet students’ need so it keeps them motivated. For example, Ms. Betty allowed students to select the country that their group project would focus on. She gave them this choice hoping that the students would take responsibility for the assignment because it corresponded with their interests.
- Providing tasks just beyond the skill level of the students is a good approach to challenge learners. Work that is too difficult raises anxiety, whereas tasks that are too easy contribute to boredom; both situations decrease motivation toward learning. In order to ensure that goals remain challenging, teachers should continue giving students the opportunity to provide feedback. Helping students search for more information to improve and revise their tasks, plays an integral part in the learning process. By getting to know your students, you’ll be able to match their multiple intelligences and motivate them to learn. So by using technology your able to challenge your students and at the same time motivate them to perform well on the tasks given. Ms. Betty saw Group A's first draft about Japan, she suggested they include more information about natural resources and less about travel attractions. Ms. Betty suggested that the group consider their audience and imagine what information they would expect to get from the news clip if they were the audience.
- Allowing students to take ownership for their actions and learning gives a sense of ownership and control over their learning. Self-evaluation is a potentially powerful technique because of its impact on student performance through enhanced self-efficacy and increased intrinsic motivation. To share the classroom control with students means involving them in the process of decision-making, organization of content, and choosing group mates. However, too many choices may lead to increased anxiety, so providing assistance at appropriate times is essential when the teacher shares the classroom control with students.
- Team work enhances learning and thinking. Vygotsky (1978) noted that communicative and collaborative group working through social interaction can contribute effective learning results. Students share different learning strategies and work on the final goal in cooperative learning. For example, one student would concentrate on producing ideas while another did the actual input. In other cases, one student would generate ideas and do keyboard entry while another student or several reviewed the ideas, offered suggestions, and pointed out needed corrections in writing mechanics.
- Allowing students to find the value and importance in the tasks they are asked to complete helps to motivate them and enhances their ability to construct meaning. If students perceive the value of knowledge, their motivation to learn increases. Students should be given the opportunity to construct meaning in text as well as to build a rationale for the meaningfulness of literacy activities (Turner & Paris, 1995). By perceiving the meaningfulness of activities, students’ learning motivation will enhance. If the teacher did not help students discover the value and importance of doing the assignment, the student would doubt its usefulness, and their motivation would decrease.
- Many people feel proud of their accomplishment noticing by others (Malone & Lepper, 1983). It is also a positive reinforcement to confirm achievement, responsibility, and endeavor. According to this theory, motivation increases when students know their works display on the wall. Turner & Paris submitted various strategies for showing the learning results, such as display the final product, oral presentation, sharing/ comparing ideas with others. By rewarding students by displaying their work or being given awards the students are inclined to continue producing good work.
- When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Each child can be involved in independent or small-group work with the technology. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress. By implementing the Six C’s into the lesson design of open-ended task, the potential for student motivation increases. Pair this with the use of technology, and student learning becomes even more engaged.
- The Six C’s of Motivation strategies have the potential to enhance students' motivation. In this strategies, we are 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 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.