Flow

I am going to be in front a class tomorrow for the first time; I’m actually going to be teaching a lesson!! The mini lessons that I delivered in PIDP 3220 don’t count because they were mock lessons that I presented to my classmates and to our instructor: I learned a lot from that experience, like how NOT to deliver a lesson! That is, do not stand at the front of the class and recite boring information that ‘I’ think is important.

A recent PIDP 3250 class discussion topic has been on Flow in the classroom, whereas the instructor and/or the learner experience complete immersion and involvement in the task at hand and time seems irrelevant. One of my classmates introduced the following link from The Greater Good Science Center at the University of California Berkley:

8 Tips for Fostering Flow in the Classroom

And another classmate paraphrased the 8 tips (my intentions are in parenthesis). I will follow this advice tomorrow because the purpose is not how well I know my topic, it is how well I can convey it in an engaging way to my students.

1. Challenge, but not too much (I can do that)
2. Make material relevant (read my audience and do not ‘preach to the choir’)
3. Encourage choice (allow learners to choose their activities: I’m not sure how this will work)
4. Set clear goals (and give positive constructive feedback along the way)
5. Build positive relationships (focus on learner-centred instruction, and be authentic)
6. Foster deep connection (I’ll try not to interrupt the learning process if students are engaged in a discussion or activity)
7. Offer hand-on exercises (got it)
8. Make ’em laugh (either at me or with me: I will try to please!)

Wish me luck!!

 I took the photo in this post at Wickininnish Beach BC. My daughter Rachel is gleefully shredding the gnar! If she can do it, so can I.