Experiecing Flow by https://padlet.com/fothergillf/kq2dldnu1v4c When I experience flow in life and in my classroom en-us 2019-06-29 23:59:25 UTC 2025-12-09 15:19:51 UTC hello@padlet.com What is Flow? fothergillf https://padlet.com/fothergillf/kq2dldnu1v4c/wish/369683853
Flow is defined by Mihaly Csikszentmihalyi as he discovered that "people find genuine satisfaction during a state of consciousness called Flow. In this state they are completely absorbed in an activity, especially an activity which involves their creative abilities" (Retrieved from, https://www.pursuit-of-happiness.org/history-of-happiness/mihaly-csikszentmihalyi/).  

Flow can occur in many different aspects of life.  I have experienced flow during activities or free time with various hobbies, as a student learning I have experienced flow, and also when I am a teacher I have experienced flow.  One hobby I enjoy to do from time to time that I notice flow happening is when I do puzzles.  This is a time where I experience an intense focus and also lose track of time as a result.

]]> 2019-06-30 00:09:48 UTC https://padlet.com/fothergillf/kq2dldnu1v4c/wish/369683853 How to incorporate flow into the classroom? fothergillf https://padlet.com/fothergillf/kq2dldnu1v4c/wish/369684259 When incorporating flow into the classroom, it is important to keep in mind the things that should be present to make the state of flow possible.  ]]> 2019-06-30 00:26:03 UTC https://padlet.com/fothergillf/kq2dldnu1v4c/wish/369684259 fothergillf https://padlet.com/fothergillf/kq2dldnu1v4c/wish/369684529 When creating flow in the classroom, it is important to remember these attributes of flow.  As shown in the image above, flow is able to happen when students are happy and focused.  In order to experience flow in the classroom, there must be intrinsic motivation and set goals in place for the students to actively engage.  By incorporating a competition or goal for the students, it is able to incorporate intrinsic motivation for students because it can keep them interested in the work they are doing.  With intrinsic motivation involving the highest degree of self-determination, it is able to let students have enjoyment in doing the tasks to learn. (Lam, Cheng, Ma, 2009, p. 566)   Some moments I notice flow happening in my classroom are:

1.  Science Experiments: When my students and I are in small groups and actively participating in hands-on science experiments I am able to notice a state of flow that occurs.  For example, during Autumn, we made ghost rockets which we launched in teams.  We were able to create the rockets and then go launch them outside to see which teams rocket would go the highest or furthest.  My colleague and I combined both of our classes together for the launching and every student was so excited and engaged.  There was intrinsic motivation by bringing in the theme of ghosts from Halloween, along with the concept of rockets, which the students were already interested in.  Then we created a competition and teamwork aspect, so that the students were excited to watch each launching and see which team was able to win.  This is an example of how different elements were present that are needed to accomplish flow.

2. Story time: When my students and I are reading books together in small groups, and as a class, I can see flow occur.  This is dependent on the story, as my students are 4-5 years old, I must pick the right books that will engaged them.  Recently, the students all performed a play for their parents based off of the Rainbow Fish book.  After they had all been assigned roles from the book and were actively participating in preparing for the play, the students were excited to read any of the Rainbow Fish story series.   They also were thrilled to read the original Rainbow Fish story over and over again, and were always asking to read it before nap time.  During these times of reading the book and discussing the book, students were in a state of flow and actively engaged in the story time because of their interest and involvement in the story. 

3. Critical thinking exercises: When my students and I do critical thinking exercises, I have noticed a state of flow as well.  By watching a stimulus, then students will form teams and draw out a question about the stimulus.  During these exercises, students are active in their teamwork and excited to draw down the question they are thinking and happy to socialize with their peers about the question.  Afterwards, we are able to share our questions with each other.  I believe if I just read the questions myself, then my students would loose interest very easily.  The difference with reviewing the questions in this way is that they came up with the questions and drew them on the paper themselves, so they are interested to see their questions and their friends questions shared with the class.  

These are some examples of the times that I have experienced flow on a regular basis in my class. ]]> 2019-06-30 00:35:05 UTC https://padlet.com/fothergillf/kq2dldnu1v4c/wish/369684529 References fothergillf https://padlet.com/fothergillf/kq2dldnu1v4c/wish/369685266 Retrieved from, https://www.thesprucecrafts.com/play-free-jigsaw-puzzles-1357993 

Retrieved from, https://www.pursuit-of-happiness.org/history-of-happiness/mihaly-csikszentmihalyi/).  
 
Retrieved from, https://medium.com/personal-growth-lab/how-to-reach-flow-state-using-10-flow-state-triggers-473aa28dc3e5

Retrieved from, http://riseoftheartist.com/flow/

Lam, S., Cheng, R. W., Ma, W. Y., & K. (2009). Teacher and student intrinsic motivation in project-based learning. Instructional Science, 37(6), 565-578. 
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