Choice > Effort > Quality > Attitude > Labor of Love

This study will test a personal learning process that integrates the power of Web 2.0 technologies with scaffolding that prompts students to engage in self-directed learning thus promoting increases in student wellbeing and advanced cognition. The model is named CEQALL (pronounced “seek-all”) and stands for Choice • Effort • Quality • Attitude • Labor of Love.

Choice

For students to take ownership of their education, they must enjoy the opportunity to control the direction of each personal learning experience. Deci and Ryan’s Self-Determination Theory has shown that combining learner control with intrinsic goals produces increases in depth and retention of learning. Choice also suggests two aspects related to the curriculum. First, a range of activities are available to the learner – this is not a blank page where anything goes, but scaffolded activities that enable learners to encounter rich, contextualised endeavours. Similarly, learners identify the outcomes they want to master by choosing from a student-friendly version of the Victorian Essential Learning Standards.

Effort

Once students have been able to find themselves in the learning goals, the next task is to apply Effort. Although this aspect is not overtly identified in either Motivation Theory or the Thinking Dispositions, clearly the competency / self-efficacy predictor of intrinsic motivation is not achieved with exertion. Likewise, the planful nature of thinking dispositions requires energy as does the advanced cognition of constructing meaning from complexity. Interestingly, the requirement of students to invest Effort may be the most radical aspect of the CEQALL model in comparison to the traditional approach where students are expected to be passive.

The construct of Academic Optimism also illuminates the role of Effort. Hoy et al. chose the name for this organizational measure inspired by Seligman’s work on optimism and authentic happiness (2002). One aspect of Seligman’s research is that all three avenues to authentic happiness involve an expenditure of effort. Thus when students invest their best efforts in a task, it becomes meaningful through the process. The student’s worth that is validated by caring and putting meaning into what has been chosen to do. Similarly, competence or self-efficacy is likely to increase through the very same efforts, once again illustrating that like Academic Optimism, the reciprocal positive effects of emphasis, collective efficacy and trust can also support individuals.

Quality

Once students have been able to find themselves in the learning goals and expend substantial Effort, the next absolute is Quality. This is where a shift takes place away from the traditional schooling to personal learning. If a student chose their learning goals and invested their best efforts in the task, why wouldn’t they pursue a Quality outcome? There is no place for the busywork that serves classroom management. With students responsible for choosing their learning goals and outcomes, the teacher’s role is now – honestly – that of coach and mentor. Quoting from a colleague of Seligman, Csikszentmihalyi (1991) states, that when teachers “empower students to take control of their learning” their job changes,

“they provide clear feedback to the students’ efforts without threatening their egos and without making them self-conscious. They help students concentrate and get immersed in the symbolic world of the subject matter. As a result, good teachers still turn out children who enjoy learning, and who will continue to face the world with curiosity and interest.”

Thus the pursuit of Quality yields the twofold benefit of achieving the learning outcomes that are valued academically as well as the personal wellbeing cited in many of the calls for school improvement.

Attitude

Even after students have a Choice in their work and complete the activity in a Quality manner, the effort has been misspent unless a positive attitude is part of the outcome. The Joy of Learning is a direct product of personal expressions (Choice) and best efforts (Quality). If the attitude isn’t right, the Choice and Quality weren’t honest. Thus, the Attitude phase is an intentional point of reflection. In case learners have found it easier to “go through the motions” of Choice, Effort, and Quality, without honestly serving their own interests, their attitudes will show the truth. Teachers are likely to spend more time at this stage mentoring learners – as learners – not necessarily focusing on the content or outcome of the learning. This modeling and discussion of what it means to be a sincere learner makes overt the culture engendered by CEQALL. Like the Thinking Routines that carry the epistemic message of valuing thinking and learning, the CEQALL process instantiates that the students are important, capable individuals who are part of a collective effort to grow and learn.

As stated, Attitude serves as a reflection point along the CEQALL path. If all has gone well, students will have achieved a quality outcome and feel good about it. If their attitude lacks enthusiasm, they may decide to revisit any or all of the previous stages. Perhaps their Choice needs adjustment up or down. Maybe more or different Effort is required. Similarly, they might seek additional feedback, coaching or inspiration to create something of unmistakable quality. Conversely, if they are so motivated, they might decide to continue on their current journey, pursuing deeper learning, advanced skills or public exhibition through a Labor of Love.

Labor of Love

Ultimately, happy and productive people are self-initiated. They get curious and engage themselves in the world and are a benefit to it when they make their contributions. Over the course of a student’s middle and secondary education, he or she will find things that they are called to do. This already occurs in today’s traditional schools where exemplary students become local legends in musical composition, advanced maths, the visual arts. Some students find their niche and pursue their interests either through or in spite of their schooling. This connected, optimal experience that Csikszentmihalyi calls Flow, can be more widely available to all students if we allow them to explore their personal learning goals in an environment that supports and stretches their endeavours.

Read an overview of how CEQALL applies to ten stereotypical student personalities. (pdf)