1. CMM 2015 PÓLYA, CARDS, and CSÍKSZENTMIHÁLYI: THE PHENOMENON OF FLOW - Peter Liljedahl

2. CMM 2015 GEORGE PÓLYA (1887 – 1985) description prescription 

3. CMM 2015 CARDS

4. CMM 2015 CARDS

5. CMM 2015 CARDS Now try: 6 cards 7 cards 8 cards …

6. CMM 2015 CARDS As Dos Tres Cuatro Cinco Seis Siete Ocho Nueve Diez Sota Reina Rey

7. CMM 2015 YOUR EXPERIENCE 1.There are clear goals every step of the way. 2.There is immediate feedback on one’s actions. 3.There is a balance between challenges and skills. 4.Attention is focused on one’s actions. 5.Distractions are excluded from consciousness. 6.There is no worry of failure. 7.Self-consciousness disappears. 8.The sense of time becomes distorted. 9.The activity becomes satisfying in its own right.

8. CMM 2015 FLOW EXPERIENCE 1.There are clear goals every step of the way. 2.There is immediate feedback on one’s actions. 3.There is a balance between challenges and skills. 4.Attention is focused on one’s actions. 5.Distractions are excluded from consciousness. 6.There is no worry of failure. 7.Self-consciousness disappears. 8.The sense of time becomes distorted. 9.The activity becomes satisfying in its own right. - Csíkszentmihályi (1990)

9. CMM 2015 FLOW EXPERIENCE - internal 1.There are clear goals every step of the way. 2.There is immediate feedback on one’s actions. 3.There is a balance between challenges and skills. 4.Attention is focused on one’s actions. 5.Distractions are excluded from consciousness. 6.There is no worry of failure. 7.Self-consciousness disappears. 8.The sense of time becomes distorted. 9.The activity becomes satisfying in its own right. - Csíkszentmihályi (1990)

10. CMM 2015 FLOW EXPERIENCE - external 1.There are clear goals every step of the way. 2.There is immediate feedback on one’s actions. 3.There is a balance between challenges and skills. 4.Attention is focused on one’s actions. 5.Distractions are excluded from consciousness. 6.There is no worry of failure. 7.Self-consciousness disappears. 8.The sense of time becomes distorted. 9.The activity becomes satisfying in its own right. - Csíkszentmihályi (1990)

11. CMM 2015 FLOW EXPERIENCE - descriptive 1.There are clear goals every step of the way. 2.There is immediate feedback on one’s actions. 3.There is a balance between challenges and skills. ANXIETY BOREDOM FLOW

12. CMM 2015 FLOW EXPERIENCE - descriptive 1.There are clear goals every step of the way. 2.There is immediate feedback on one’s actions. 3.There is a balance between challenges and skills. ANXIETY BOREDOM FLOW = ENGAGEMENT

13. CMM 2015 FLOW EXPERIENCE – prescriptive? 1.There are clear goals every step of the way. 2.There is immediate feedback on one’s actions. 3.There is a balance between challenges and skills. ANXIETY BOREDOM FLOW = ENGAGEMENT

14. CMM 2015 BUILDING THINKING CLASSROOMS Liljedahl, P. & Allan, D. (2013). Studenting: The case of "now you try one". Proceedings of the 37 th Conference of the PME, Vol. 3, pp. 257-264. Kiel, Germany: PME. Liljedahl, P. & Allan, D. (2013). Studenting: The Case of Homework. Proceedings of the 35 th Conference for PME-NA. Chicago, USA. Liljedahl, P. (in press). Building thinking classrooms: Conditions for problem solving. In P. Felmer, J. Kilpatrick, & E. Pekhonen (eds.) Posing and Solving Mathematical Problems: Advances and New Perspectives. New York, NY: Springer. Liljedahl, P. (2014). The affordances of using visually random groups in a mathematics classroom. In Y. Li, E. Silver, & S. Li (eds.) Transforming Mathematics Instruction: Multiple Approaches and Practices. New York, NY: Springer. [..]

15. CMM 2015 CASTING ABOUT (n = 300+) INSERVICE TEACHERS  learning teams  workshops  master's students MY OWN TEACHING  undergraduate courses  graduate courses  guest teaching

16. CMM 2015 MANAGING FLOW METHODOLOGY observation it is difficult to see when groups initially go into flow, but easy to see when they come out easy to see when they re-engage in flow intervention action research at first sporadic, later focused evaluation was it effective in re-engaging? how effective?

17. CMM 2015 MANAGING FLOW ANXIETY FLOW BOREDOM

18. CMM 2015 MANAGING FLOW ANXIETY FLOW BOREDOM 90 – 120 sec. Give extension Introduce doubt Pair with another group Remove a member of the group Pair with another group

19. CMM 2015 MANAGING FLOW ANXIETY FLOW BOREDOM 30 – 45 sec. Give hint Join the group Pair with a stronger group Give an easier task Answer some of the task Give a hint

20. CMM 2015 STUDENTS SELF-MANAGING FLOW ANXIETY FLOW BOREDOM

21. CMM 2015 PROBLEMS THAT MANAGE FLOW SELF-COMPLEXIFY: very few I have found only one (card sort) EASY TO COMPLEXIFY: Skyscrapers ThinkFun Games DIFFICULT TO COMPLEXIFY any curricular problems

22. CMM 2015 OCCASIONING FLOW OCCASIONING FLOW ≠ MANAGING FLOW occasioning flow in the context of curriculum is ALMOST NOT possible until student start to self-manage flow until then you need to use problems that are inherently engaging AND either self-complexify or are easy to complexify

23. CMM 2015 THANK YOU! liljedahl@sfu.ca www.peterliljedahl.com/presentations