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PÓLYA, CARDS, and CSÍKSZENTMIHÁLYI:
THE PHENOMENON OF FLOW
- Peter Liljedahl
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description  prescription
GEORGE PÓLYA (1887 – 1985)
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CARDS
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CARDS
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Now try:
• 6 cards
• 7 cards
• 8 cards
• …
CARDS
As
Dos
Tres
Cuatro
Cinco
Seis
Siete
CARDS
•
•
•
•
•
•
Ocho
Nueve
Diez
Sota
Reina
Rey
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•
•
•
•
•
•
•
YOUR EXPERIENCE
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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
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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
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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
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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
BOREDOM
FLOW EXPERIENCE - descriptive
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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
= 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
= ENGAGEMENT
BOREDOM
FLOW EXPERIENCE – prescriptive?
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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.
•
•
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•
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.
[..]
BUILDING THINKING CLASSROOMS
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•
MY OWN
TEACHING
 learning teams
 workshops
 master's
students
 undergraduate
courses
 graduate
courses
 guest teaching
CASTING ABOUT (n = 300+)
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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
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METHODOLOGY
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ANXIETY
BOREDOM
MANAGING FLOW
ANXIETY
90 – 120 sec.
BOREDOM
MANAGING FLOW
• Remove a member of
the group
• Pair with another
group
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• Give extension
• Introduce doubt
• Pair with another
group
ANXIETY
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
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30 – 45 sec.
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ANXIETY
BOREDOM
STUDENTS SELF-MANAGING FLOW
EASY TO COMPLEXIFY:
• Skyscrapers
• ThinkFun Games
DIFFICULT TO COMPLEXIFY
• any curricular problems
PROBLEMS THAT MANAGE FLOW
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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
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OCCASIONING FLOW ≠ MANAGING FLOW
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THANK YOU!
[email protected]
www.peterliljedahl.com/presentations