Flow
Flow is the state in which we are most focused, most engaged. The point at which independence in the task, engagement and an ability to progress are optimal, where the activity is challenging enough, but not overwhelmingly challenging.
In a learning sequence, it is most likely once Learning Intentions have been outlined, and students have passed through an initial period of engagement.
In this diagram I’ve illustrated the commonly held understanding of what constitutes Flow.
I’ve always been intrigued by the concept of flow, and sought it out in my own work, and considered it in the work I do with young people.
Funnily enough, I think the people that have most understood the concept in microcosm are those in advertising. How can you draw somebody into flow quickly, completely, or press them toward it through trans-media promotion and big data.
Either way, it’s a fascinating holy grail in regard to it’s place in education. How do you plan a lesson that draws your students in so completely that they lose track of time and an awareness of their surroundings. How do you engage them to such a point that they stay in over lunch?
I strongly recommend the Mihaly download, it’s a pretty quick read, and I promise it will change the way you think about engagement if you’ve not been familiar with the notion previously.