Transcript Flow theory

CLIMATE
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, selfesteem and
importance to future
goals peak in the
‘flow’ quadrant but
enjoyment and wish
to be doing the
activity are actually
higher in the lowchallenge, high skills
quadrant
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
Subject: MUSIC
Specific focus:
Performance
FLOW
THEORY
What’s in the
way?
- Anxiety caused by
balance between
perceived challenge
and skills
-motivation
(extrinsic not
intrinsic)
Music example
Can the research help?
-Active pedagogies eg
cooperative learning
-Level of challenge
-Encouraging intrinsic
motivation
-Autonomy
-Immediate feedback
-Clear goals
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!
‘Jazz standards’
You need these skills to
make it to Ronnie Scotts’
Ronnie Scott’s Jazz Club
‘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!
Add a swung rhythm
on drum kit
Improvise using
the blues scale
and blues notes
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
Perform a melody
over the 12 bar blues
Play the 12 bar
blues on the
piano
Include vocals
or scat singing
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:
FLOW
THEORY
Notes and ideas
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
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Ideas and strategies
Active pedagogy Level of
challenge
Autonomy
Clear goals
Immediate
feedback
Group work /
team challenges
Carousel of
activities
Learning
outcomes
Self assessment
Differentiated
task sheets /
scaffolding
Problem solving
Clear and
different roles in
group work
Student led
sections of the
lesson
Peer assessment
Homework ‘menu’
Extension
work
Traffic lights /
bronze, silver
gold
Scaffolding
Choice of tasks
offered to achieve
the same learning
outcomes
Teacher set
targets
Choice of
resources (eg
resource bank on
Padlet)
Exit tickets with
personalised
targets
ReAct tasks
Teacher
feedback
Online quizzing
with automated
and immediate
feedback
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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=ILK7SD
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