cmm 2015 pÓlya, cards, and csÍkszentmihÁlyi: the phenomenon of flow - peter liljedahl
TRANSCRIPT
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PÓLYA, CARDS, and CSÍKSZENTMIHÁLYI: THE PHENOMENON OF FLOW
- Peter Liljedahl
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GEORGE PÓLYA (1887 – 1985)
description prescription
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CARDS
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CARDS
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CARDS
Now try:• 6 cards• 7 cards• 8 cards• …
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CARDS
• As• Dos• Tres• Cuatro• Cinco• Seis• Siete
• Ocho• Nueve• Diez• Sota• Reina• Rey
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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.
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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)
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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)
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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)
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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
BOREDOMFLO
W
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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
BOREDOMFLO
W= ENGAGEMENT
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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
BOREDOMFLO
W= ENGAGEMENT
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BUILDING THINKING CLASSROOMS
• Liljedahl, P. & Allan, D. (2013). Studenting: The case of "now you try one". Proceedings of the 37th 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 35th 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.
• [..]
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CASTING ABOUT (n = 300+)
INSERVICE TEACHERS
learning teams
workshops
master's students
MY OWN TEACHING
undergraduate courses
graduate courses
guest teaching
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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?
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MANAGING FLOW
ANXIETYFLO
W
BOREDOM
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MANAGING FLOW
ANXIETYFLO
W
BOREDOM
90 – 120 sec.
• Give extension• Introduce doubt• Pair with another
group
• Remove a member of the group
• Pair with another group
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MANAGING FLOW
ANXIETYFLO
W
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
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STUDENTS SELF-MANAGING FLOW
ANXIETYFLO
W
BOREDOM
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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
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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
