Research-Based Benefits for Learning
Choice boards have rapidly gained popularity in classrooms as an engaging instructional strategy. But is this trend backed by more than just anecdotal evidence? A look at the research provides a resounding yes. Studies rooted in motivational theory, cognitive science, and learning styles all indicate choice boards tap into the way human brains learn best.
Choice Promotes Intrinsic Motivation
Self-determination theory examines how meeting human needs for autonomy, competence, and relatedness enhances motivation. Research reveals autonomy is especially key for intrinsic motivation, which produces greater enjoyment, effort, persistence, performance, and wellbeing (Ryan & Deci, 2020).
Choice boards give students autonomy over their learning process, thus tapping into intrinsic motivation. A 2020 study in The Journal of Educators Online found choice boards increased student perceptions of autonomy, engagement, and competence (Flower et al., 2020). Researchers suggest self-directed choices allow students to get into flow states optimal for focused learning.
Cognitive Benefits of Choice
Cognitive and neural research indicates autonomy benefits thinking and memory. Too much external control impairs functions like creative thinking and cognitive flexibility (Amabile, 1996). However, exercising choice engages the prefrontal cortex associated with higher cognition like decision making (Howard-Jones et al, 2016).
Choice boards provide autonomy while still giving students structure and direction. The act of considering options activates deeper cognitive processing. Enabling choices rather than prescriptive assignments involves and develops executive function skills.
Appealing to Diverse Learning Styles
Framework like Gardner’s multiple intelligences theory notes learners possess different abilities. Neural imaging confirms individual learning style preferences correlate to activation in different brain regions (Kraemer et al., 2009).
Choice boards allow students to tap into visual, auditory, and kinesthetic strengths. Researchers found differentiating to align with cognitive preferences promotes engagement, satisfaction, achievement, and positive behaviors (Santangelo & Tomlinson, 2012). Choice boards provide efficient differentiation.
Increasing Engagement and Task Persistence
Education researchers have directly linked choice boards to heightened student engagement. A 2020 study found 81% of students said choice boards were more interesting than regular assignments (Flower et al., 2020). Engagement promotes deeper learning and content retention.
Additionally, researchers have consistently found providing choice increases task completion and decreasing off-task behaviors (Flower et al., 2020). The motivation stimulated by choice boards carries through to students investing greater effort in their selected activities and projects.
The motivational, cognitive, and learning style benefits revealed in the research provide empirical evidence for why choice boards engage students so effectively. In summary:
- Increases intrinsic motivation and effort
- Activates cognitive processing and executive function
- Appeals to diverse learning styles and strengths
- Promotes student autonomy over learning
- Results in greater task persistence and completion
- Efficiently allows differentiation and personalization
Choice boards succeed because they leverage knowledge of what makes human brains tick! This research-based teaching strategy enables deep, motivated learning in a flexible format.
References
- Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity. Hachette UK.
- Flower, A., McKenna, J., Bunuan, R., Muething, C., & Vega, R. (2020). Choice boards to the rescue: K-5 teachers’ perceptions of choice boards for substitute-teacher use. Journal of Educational Research and Practice, 10(1), 9.
- Howard-Jones, P., Jay, T., Mason, A., & Jones, H. (2016). Gamification of learning deactivates the default mode network. Frontiers in psychology, 6, 1891.
- Kraemer, D. J., Rosenberg, L. M., & Thompson-Schill, S. L. (2009). The neural correlates of visual and verbal cognitive styles. Journal of neuroscience, 29(12), 3792-3798.
- Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860.
- Santangelo, T., & Tomlinson, C. A. (2012). Teacher educators’ perceptions and use of differentiated instruction practices: An exploratory investigation. Action in Teacher Education, 34(4), 309-327.