Student motivation and agency are basic requirements for learning. Too often, however, classrooms are places where students simply go through the motions, complying with instructions to complete the task in front of them, making the focus more about doing than learning.
We recently partnered with a school implementing John Hattie's work. Hattie, an education researcher known for his book Visible Learning, studied thousands of research findings to identify the practices that make the biggest difference for students, including helping them understand where they are in their learning and where they are headed next.
Our partner school is specifically engaging students in goal-setting to strengthen connections to learning outcomes and increase self-awareness of where they stand relative to those goals. The ultimate goal for students is to see relevance in the learning objectives and take ownership of their growth and achievement. Collaborating with teachers on engaging students in goal setting strategies illuminated clear connections to our Six Building Blocks for Effective Systems and Teams.
These connections begin with understanding that the Six Building Blocks are classified into two categories: Cognitive and Relational work, and Actionable work. Cognitive and Relational Blocks include A Common Vision of Excellence and Accountability Through Shared Commitments, which build clarity and commitment. The Action Blocks include Data-Driven Decision Making, Innovative and Responsive Strategies, Impact Monitoring, and Robust Information Systems, which ensure that actions taken are aligned, impactful, and clear to everyone involved.
The interdependence among the Six Building Blocks creates a cause-and-effect relationship where cognitive work builds a solid foundation for designing actions to achieve goals.
Applying the Six Building Blocks to increase student motivation begins with a common vision of excellence, meaning students understand the vision, goals, strategies, and the rationale for how those strategies lead to the intended learning.
An environment that offers opportunities to make decisions and ask questions promotes risk-taking and shared accountability. In the classroom, this comes down to understanding the learning objective, how it connects to broader concepts, and why a specific assignment will help them reach their destination.
That clarity promotes agency and motivation because students feel accountable for their own success. Rather than simply complying with instructions, they have internal buy-in and clear reasons to put forth authentic effort. Consequently, they understand their role and responsibilities, feel connected to their teacher and peers, and know how to seek support when needed.
Data helps teachers and students determine specific, aligned goals. Data analysis clarifies the rationale for individual objectives, establishes benchmarks, and gives students a clear roadmap. Innovative and responsive strategies can incorporate student voice and choice, while regular, structured impact monitoring provides the information needed to ensure goals are met or adjusted along individual learning progressions.
The key takeaways from our partnership with this school were simple but important:
Clarity is critical: It starts with the teacher and must include not only the goals and objectives, but also how student tasks and strategies connect to those learning goals.
Intentionality across diverse needs: Teachers must intentionally ensure that all students achieve the same clarity, which may look different for each student depending on their background, experiences, and prerequisite knowledge.
Student articulation and ownership: Once clarity is established, students should articulate how and why tasks connect to the learning objective, ask questions, and, if needed, adapt the learning design to make their path more meaningful and relevant.
A final takeaway is that agency and motivation are not standalone conditions; they result from students feeling connected to classroom learning and understanding how their actions lead to intended outcomes.
