I listen to National Public Radio each morning, and today, Maanvi Singh’s story caught my attention. From it, I will predict a new psychological buzzword that could come to the field of education if some consultant or other picks up on it: flow.
While I have profound concerns about the NPR segment’s framing of flow (playing videogames to allay anxiety), and I find the term itself to be as facile as Angela Duckworth’s grit, I can see potential for this concept in encouraging students to involve themselves meaningfully in activities that will enable them to learn, grow, find fulfillment, and thrive.
Researchers explain flow as the experience of becoming fully engaged in a task of an appropriate degree of challenge. It offers satisfaction (sometimes of a dubious kind) and can reinforce powerful connection to the activity. Indeed, I have seen this in the classroom as students–often seemingly unlikely ones–become accustomed to reading or writing for longer periods of time. I make a practice of pointing out to students that their engagement and enjoyment is beginning to transcend such menial considerations as tasks and grades.
I have always promoted this in my own classroom, not giving it a name beyond sustaining immersion. Now that it has become a topic for empirical study, I intend to look into the research and determine what potential it may have for my students if I were to present it to them for purposes of metacognition.
I often find them receptive to such ideas.
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I must admit that I had not, until now, heard that term connected to engagement in learning, but it fits and I like it. In a mid-semester on-line class, I asked my students what was working for them in my course and what was not working for them. Their response was similar to other semesters citing “interactive polls” where they are forced to answer and “breakout rooms” where they must produce a product (such as writing and posting at a set time, an IEP goal). I’ll introduce the term in tonight’s class as a term of engagement.
Fortuitous that I should have heard that segment this morning and posted it, then that you would find it of potential use. I am interested to know what comes of the discussion.
I feel flow when I’m using my hands–whether writing or playing the piano or doing needlework. I think it’s part of the effort-driven rewards benefit cycle. It feels so good.
I know the feeling. My partner told me this morning that she thinks I feel flow when I am ironing. I think she is correct, though I am often listening to lectures while I am doing it.
Bravo to you and what you’re doing for your kids! I’m hoping the NPR story brought you a sense of validation that what you’re building is good and solid and RIGHT.
I’m really big on this as well, feeling like kids deserve the chance to feel immersed in what they’re learning.
I don’t know if you’re familiar with Ellin Oliver Keene, but she’s done a lot of work around student engagement, with four pillars: the aesthetic world, intellectual urgency, emotional resonance, and perspective bending. It’s been a good springboard for my kids to engage in discussion, and I like the way she drills down on the tangible pieces to it.
I appreciate not only your kind response but also your tip. I will look up this researcher to learn more. Thanks!