1. ENGAGING STUDENTS: UNDERSTANDING FLOW
- Peter Liljedahl

5. place the top card on the table.
place the next card at the back of your deck.
repeat …
NOW TRY 6 CARDS, 7 CARDS , …

6. WHAT WAS YOUR EXPERIENCE WITH THIS ACTIVITY?
WHAT DID YOU NOTICE ABOUT YOURSELF? AS A LEARNER?
HOW DID YOU FEEL?

7. MIHALY CSÍKSZENTMIHÁLYI

8. FLOW EXPERIENCE There are clear goals every step of the way.
There is immediate feedback on one’s actions.
There is a balance between challenges and skills.
Attention is focused on one’s actions.
Distractions are excluded from consciousness.
There is no worry of failure.
Self-consciousness disappears.
The sense of time becomes distorted.
The activity becomes satisfying in its own right.
- Csíkszentmihályi (1990)
FLOW EXPERIENCE

9. FLOW EXPERIENCE - internal
There are clear goals every step of the way.
There is immediate feedback on one’s actions.
There is a balance between challenges and skills.
Attention is focused on one’s actions.
Distractions are excluded from consciousness.
There is no worry of failure.
Self-consciousness disappears.
The sense of time becomes distorted.
The activity becomes satisfying in its own right.
- Csíkszentmihályi (1990)
FLOW EXPERIENCE - internal

10. FLOW EXPERIENCE - external
There are clear goals every step of the way.
There is immediate feedback on one’s actions.
There is a balance between challenges and skills.
Attention is focused on one’s actions.
Distractions are excluded from consciousness.
There is no worry of failure.
Self-consciousness disappears.
The sense of time becomes distorted.
The activity becomes satisfying in its own right.
- Csíkszentmihályi (1990)
FLOW EXPERIENCE - external

11. FLOW EXPERIENCE FLOW There are clear goals every step of the way.
There is immediate feedback on one’s actions.
There is a balance between challenges and skills.
ANXIETY
FLOW
BOREDOM
FLOW EXPERIENCE

12. FLOW EXPERIENCE FLOW = ENGAGEMENT
There are clear goals every step of the way.
There is immediate feedback on one’s actions.
There is a balance between challenges and skills.
ANXIETY
FLOW
= ENGAGEMENT
BOREDOM
FLOW EXPERIENCE

13. - CREATING FLOW - FLOW EXPERIENCE
There are clear goals every step of the way.
There is immediate feedback on one’s actions.
There is a balance between challenges and skills.
- CREATING FLOW -
FLOW EXPERIENCE

14. FLOW
ANXIETY
BOREDOM
CREATING FLOW

15. MANAGING FLOW FLOW ANXIETY BOREDOM Give extension Introduce doubt
Pair with another group
FLOW
ANXIETY
Remove a member of the group
Pair with another group
BOREDOM
MANAGING FLOW

16. MANAGING FLOW FLOW ANXIETY BOREDOM Give hint Join the group
Pair with a stronger group
FLOW
ANXIETY
Give an easier task
Answer some of the task
Give a hint
BOREDOM
MANAGING FLOW

17. STUDENTS SELF-MANAGING FLOW
ANXIETY
BOREDOM
STUDENTS SELF-MANAGING FLOW

18. BUILDING THINKING CLASSROOMS
levelling
assessment
flow
answering questions
oral instructions
defronting the room
good tasks
vertical non-permanent surfaces
visibly random groups
BUILDING THINKING CLASSROOMS

19. THANK YOU!
#VNPS

20. IMPLEMENTATION – THINKING CLASSROOM
3-4 weeks
6-8 weeks
flip
STUDENTS
ENVIRONMENT
+ TEACHER
TEACHER
IMPLEMENTATION – THINKING CLASSROOM

21. IMPLEMENTATION – ASSESSMENT
1-2 months
2-3 months
TEACHER
TEACHER
TEACHER
IMPLEMENTATION – ASSESSMENT

22. THANK YOU!
#VNPS