motivation-diagnostic-task-redesign

Redesign classroom tasks by applying Self-Determination Theory to add structured choices, transparent success criteria, and collaborative elements. This maintains or increases academic rigor while producing a concrete task specification ready for classroom implementation.

Learning objectives fail to engage when task designs lack autonomy, competence, or relatedness support. Applying an SDT diagnostic identifies these specific motivational deficits and maps targeted redesigns to restore student engagement without compromising task rigor.

Yes, you can apply self-determination theory to redesign tasks for any student level. You provide the current task description, learning objective, and student level to generate a redesigned task with structured choices, clear success criteria, and collaboration tailored to that level.

Increase autonomy by introducing structured choices into the task design while maintaining clear success criteria. This approach ensures students have control over their learning process, directly supporting self-determination theory principles without reducing academic rigor.

You need an SDT diagnostic when classroom tasks show low engagement or when you want to proactively evaluate autonomy, competence, and relatedness. It maps specific task changes to motivational principles to ensure redesigned tasks actively support student engagement.