CLIMATE

What is it and how can it help us? Flow theory What is it and how can it help us? CLIMATE

Session outcomes Understand what flow theory is Understand how it has already been explored in an educational setting Begin to explore ways to apply this research in your own subject area

Origins of the theory Getzels and Csikszentmihalyi studied the creative process in the 1960s and observed the artist being totally immersed in their painting persisting single mindedly, disregarding hunger, fatigue and discomfort and losing interest in the product once completed Flow theory came from trying to understand this phenomenon of intrinsically motivated activity (activity rewarding in and of itself, regardless of any extrinsic rewards that might result)

What is it? ‘When experience seamlessly unfolds from moment to moment and one enters a state with the following characteristics Intense and focused concentration on the present moment Merging of action and awareness Loss of awareness and self-consciousness Sense that once can control one’s actions Distortion of temporal experience (time passing faster than normal) Experience of the activity as intrinsically rewarding and that often the end goal is just an excuse for the process’ - similar across different settings and not restricted to certain areas

Conditions for entering flow Perceived challenges or opportunities for action that stretch but do not overmatch existing skills. Dr. Csikszentmihalyi holds that the experience in any activity may be optimized when a person feels that both challenges and skills are higher than usual and are relatively in balance Clear proximal goals and immediate feedback about the progress being made

Model of the flow state Concentration, self-esteem and importance to future goals peak in the ‘flow’ quadrant but enjoyment and wish to be doing the activity are actually higher in the low-challenge, high skills quadrant

What does it look like in your subject What does it look like in your subject? Any specific aspects of your subject? Any areas where it’s less likely to be seen?

Studies in a school setting Different studies have found: Active pedagogies such as cooperative learning provided more flow than passive pedagogies such as listening to lectures Encouraging intrinsic rather than extrinsic motivation was important Giving autonomy rather than being highly directive helped optimise conditions Students are optimally engaged when the level of challenge is a good match for students' skills and perceived challenges and skills are both high and in balance. Supportive instructional practise to encourage students to embrace academic challenges instead of finding them threatening (even when challenges are carefully modulated) was important Tuner and Meyer (2004)

Personal reflections Perceived challenges or opportunities for action that stretch but do not overmatch existing skills. Dr. Csikszentmihalyi holds that the experience in any activity may be optimized when a person feels that both challenges and skills are higher than usual and are relatively in balance How can we get the level of challenge right? Clear proximal goals and immediate feedback about the progress being made How can we realistically provide immediate feedback without interrupting that loss of awareness? One approach would be not to aim to produce the state of flow directly, but instead, to help individuals become aware of activities that they enjoy and learn how to empower their attention in the work of these chosen activities.

How can we use this in our subjects? Active pedagogies eg cooperative learning Level of challenge Encouraging intrinsic motivation Autonomy Immediate feedback Clear goals

Music example Subject: MUSIC Specific focus: Performance What’s in the way? - Anxiety caused by balance between perceived challenge and skills -motivation (extrinsic not intrinsic) Can the research help? Active pedagogies eg cooperative learning Level of challenge Encouraging intrinsic motivation Autonomy Immediate feedback Clear goals FLOW THEORY Notes and ideas Focused on one specific scheme of work for Yr 9 Made student choice the focus for the scheme, with smaller goals for them to choose by rethinking and refining the learning aims of the project Using group work as the main focus also helped students have immediate feedback from peers Challenges - Getting groupings right for every student

Jazz route to fame! Ronnie Scott’s Jazz Club ‘Jazz standards’ You need these skills to make it to Ronnie Scotts’ ‘Warm up gigs’ These are extra challenges to help you become a brilliant jazz musician Perform! Highlight the boxes whenever you master a new skill to show your route to Ronnie Scott’s! Improvise using the blues scale and blues notes Add a swung rhythm on drum kit Perform a walking bass line Create your own version Play the 12 bar blues on the guitar Add an improvisation section Learn C, F and G on the guitar Learn the introduction Include vocals or scat singing Perform a melody over the 12 bar blues Play the 12 bar blues on the piano Use two different instruments in the performance EMERGING DEVELOPING SECURING MASTERING Play confidently in a group and take an important role. Contribute ideas. Perform confidently using dynamics and phrasing. Use new techniques more fluently and make adjustments so timing is generally secure. Be willing to try people’s ideas. Perform with more confidence and expression by using a greater range of playing techniques eg seventh chords, walking bass. Timing and balance is secure and you take a leading role in rehearsals. Perform fluently and stylistically by using a range of techniques with confidence. Make subtle adjustments so the timing and balance is secure. Consistently work well with others and take the lead when rehearsing and performing.

Subject: Specific focus: What’s in the way? Can the research help? Active pedagogies eg cooperative learning Level of challenge Encouraging intrinsic motivation Autonomy Immediate feedback Clear goals FLOW THEORY Notes and ideas

Ideas and strategies CLIMATE CLIMATE Active pedagogy Level of challenge Autonomy Clear goals Immediate feedback Group work / team challenges Problem solving Clear and different roles in group work Student led sections of the lesson Differentiated task sheets / scaffolding Extension work Traffic lights / bronze, silver gold Carousel of activities Homework ‘menu’ Choice of tasks offered to achieve the same learning outcomes Choice of resources (eg resource bank on Padlet) Learning outcomes Scaffolding Teacher set targets ReAct tasks Exit tickets with personalised targets Self assessment Peer assessment Teacher feedback Online quizzing with automated and immediate feedback

CLIMATE References Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (Eds.). (1988). Optimal experience: Psychological studies of flow in consciousness. New York: Cambridge University Press. Massimini, F., & Massimo, C. (1988). The systematic assessment of flow in daily experience. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 266-287). New York: Cambridge University Press. Flow States and Student Engagement in the Classroom, David Shernoff, Ph.D., Wisconsin Center for Education Research, University of Wisconsin Madison, Statement to the California State Assembly Education Committee, State Capitol, February 27, 2002 https://books.google.co.uk/books?id=6IyqCNBD6oIC&lpg=PA195&ots=ILK7SD3epv&dq=scholar%20flow%20theory&lr&pg=PA195#v=onepage&q&f=false