Motivation Quest Lab
Teachers turn one demanding performance task into a self-designed “quest.” They map what energizes them, identify what drains motivation, and create one small booster that helps them start, sustain, and finish work with more ease and enjoyment.
Purpose
This method strengthens teachers’ sense of fun and self-motivation by making performance feel more manageable, meaningful, and engaging. Instead of relying only on pressure or duty, teachers design their own motivation supports and experience that performance can be connected to choice, progress, and enjoyment. Self-determination theory shows that autonomy and competence are central supports for intrinsic motivation, and OECD work on teacher well-being links well-being to positive school culture
Use and Learning Outcomes
- 1. Helps teachers identify what increases or reduces their motivation.
- 2. Encourages a more playful and positive approach to performance demands.
- 3. Supports teachers in designing practical self-motivation strategies.
- 4. Promotes a stronger sense of control, energy, and engagement.
- 5. Produces one small motivation booster that can be tested in daily school life.
Wellbeing References
Details & Preparation
Room Requirements
A staff room, meeting room, or flexible team space where teachers can sit in small groups and briefly move around. A flipchart or whiteboard is useful for collecting ideas and selecting the final booster. No special technical equipment is required.
Time for preparation
15 minutes
Preparation
Tasks before the activity:
• Select one typical performance task or pressure point from school life.
• Prepare a simple Motivation Radar Sheet for individual reflection.
• Print Quest Canvas sheets for the group or for pairs.
• Print a Motivation Booster Menu for the final design step.
• Prepare sticky notes, pens, markers, and dot stickers.
• If helpful, place a few examples of common school tasks on cards to support the first reflection step.
Principles for success
• Keep the atmosphere light, respectful, and practical.
• Focus on small, realistic motivation boosts, not big lifestyle changes.
• Avoid comparison between participants.
• Make the method self-directed: teachers choose what fits them best.
• End with one testable action that can be used in real school routines.
Materials
• Printed Motivation Radar Sheet
• Printed Quest Canvas
• Printed Motivation Booster Menu
• Pens or markers
• Sticky notes
• Dot stickers
• Flipchart or whiteboard
Sequence of Steps
Introduction
5 minutesSuggested introduction:
"Teaching includes many tasks that require effort and concentration. Some of them feel energizing, while others are harder to start or sustain. Today we will look at what helps us motivate ourselves, what gets in the way, and how we can turn one demanding task into a small quest with a better chance of success. The goal is not to force motivation, but to design it more intentionally."
The facilitator explains that the activity will move from individual reflection to a shared design of one motivation booster that can be tested in everyday school life.
Motivation Radar Check
10 minutesThey reflect on questions such as:
• Which teaching tasks energize me most?
• Which tasks do I often postpone or avoid?
• What helps me get started quickly?
• What makes it easier to stay focused?
• When do I feel that performance is enjoyable rather than draining?
The facilitator asks participants to think about a real current task, not a general idea. They should choose something that is relevant to their daily school routine.
This step helps teachers notice where motivation already exists and where it needs support.
Quest Reframe
10 minutesThe facilitator asks them to think about:
• What is the mission?
• What makes this task worth doing?
• What would count as success?
• What is the smallest first step?
Teachers write their ideas on the Quest Canvas. The aim is to turn a demanding task into something with a clear goal, a visible finish line, and a more positive start.
This step is important because it changes the emotional frame of performance: from obligation to purposeful action.
Booster Studio
15 minutesThe booster should answer these questions:
• What exactly helps me begin or continue this task?
• What makes the task feel more manageable?
• What makes it feel more enjoyable or motivating?
• What can realistically be used in a school day?
The booster should be small, concrete, and easy to test. It may support the start of the task, the middle of the task, or the finish of the task.
Teachers are encouraged to design boosters that fit their own style and their school routine. The facilitator should emphasise that the best booster is not the most creative one, but the one that will actually be used.
Each group completes the booster section of the Quest Canvas.
Gallery Walk and Selection
10 minutesThe other participants listen and place dot stickers next to the idea they believe is:
• most usable
• most realistic
• most likely to increase self-motivation
The facilitator then helps the group choose one booster to test first.
If the group worked on several ideas, they should select the one that is most likely to work in ordinary school conditions without extra effort or special equipment.
This step ensures that the session ends with a decision, not just creative ideas.
Launch and Next-Step Agreement
5 minutesThe group clarifies:
• who will try the booster
• when it will start
• how long it will be used
• how success will be noticed
• when the group will review the result
Suggested closing:
"Today we turned performance into something we can actively shape. We identified what helps motivation, designed one booster, and agreed on a small test. Motivation grows when teachers can choose, adapt, and improve the way they work."
If possible, the booster is revisited in a later session to check what worked and what should be adjusted.
Reflection & Tips
Reflection
Teachers can reflect individually or in a short group discussion.
Possible reflection questions:
• What made the task feel more motivating today?
• Which booster felt most realistic for your own work?
• When does performance feel fun rather than stressful?
• What helps you motivate yourself without external pressure?
Optional method:
Use a three-part exit reflection on sticky notes:
• I feel more motivated when…
• My work feels more manageable when…
• My next booster will be…
Place the notes on a board and briefly read out the common themes.
Tips for Implementation
Promoting the learning process
The facilitator should keep the tone playful, respectful, and practical. The method works best when teachers feel that motivation can be designed, not just hoped for. Small steps matter more than clever ideas. Autonomy and competence are especially important for intrinsic motivation, so the booster should be chosen by the teachers themselves, not imposed from outside.
What to pay particular attention to
Keep the task focused on one real performance demand. Do not let the discussion drift into general complaints about workload. The method becomes innovative when the group turns pressure into a usable quest and chooses a booster that can fit into normal school routines.
Possible variations of the exercise
Short version: use only the Motivation Radar Sheet and one booster choice in 20–30 minutes.
Extended version: test the booster for two weeks, then meet again to review what changed.
Cross-references to other exercises
• Workload Navigator Lab
• Failure Market — Trading Mistakes for Learning Power
• Strengths Mirror Lab
• Teacher Commons Prototype Sprint
Further Readings & Links
Files & Attachments
English
