CMM 2015 PLYA CARDS and CSKSZENTMIHLYI THE PHENOMENON

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

CMM 2015 description prescription GEORGE PÓLYA (1887 – 1985)

CMM 2015 CARDS

CMM 2015 CARDS

CMM 2015 Now try: • 6 cards • 7 cards • 8 cards • … CARDS

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

YOUR EXPERIENCE CMM 2015 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) FLOW EXPERIENCE CMM 2015 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) FLOW EXPERIENCE - internal CMM 2015 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) FLOW EXPERIENCE - external CMM 2015 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.

ANXIETY O L F W BOREDOM FLOW EXPERIENCE - descriptive CMM 2015 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 O L F W = ENGAGEMENT BOREDOM FLOW EXPERIENCE - descriptive CMM 2015 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 O L F W = ENGAGEMENT BOREDOM FLOW EXPERIENCE – prescriptive? CMM 2015 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.

• • 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. [. . ] BUILDING THINKING CLASSROOMS CMM 2015 •

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

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? MANAGING FLOW CMM 2015 METHODOLOGY

O L F BOREDOM MANAGING FLOW CMM 2015 ANXIETY W

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

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

O L F BOREDOM STUDENTS SELF-MANAGING FLOW CMM 2015 ANXIETY W

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

• 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 OCCASIONING FLOW CMM 2015 OCCASIONING FLOW ≠ MANAGING FLOW

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