Module 3 Unit 4 Activity 1: Cognitive Flow

Report requirements

• A reflection in any format you wish as long as it includes 1-3 above. You are encouraged to use multimedia, mashups, and examples of your subject matter.
• Respond to at least one of the questions in #3 above on the Discussion Forum.

Cognitive Flow

According to wikipedia, being in a state of cognitive flow is colloquially known as being "in the zone". It is characterized by complete absorption in what one does and the resulting loss in one's sense of space and time. Csikszentmihalyi (2004) also states that it is often accompanied by ecstasy, and that it can seem automatic or spontaneous. For me, this is something that I frequently experience. The right environment makes it much easier to get into this state. Typically, it is something that occurs when everyone else is asleep and so I know I will not have any distractions. I also try to play some music that sets the tone but is not distracting (music without lyrics is best, there are plenty of concentration or coding music playlists out there). The projects themselves are usually clearly defined or at the very least the initial work has been done, getting started is usually the hardest point. Prior to the start phase, procrastination is more likely to set in. The project can be work related, creative, or academic, it doesn't really matter. Personal creative projects are preferred. Animation and game production are my favorite areas as the work is varied, they require a range of skills including: technical, artistic, written, planning, logical, acting and problem solving skills and they are areas in which I am experienced. Creative writing is another area where I can find myself experiencing creative flow.

Csikszentmihalyi (2002) highlights the importance of intrinsic motivation as well as concentration, clear goals, feedback and an appropriate level of challenge. He cites the success of Flow Rooms in the Key Learning Community, where students are encouraged to spend at least an hour a week working on things that they are interested in. All these points resonate with me. The importance of the right environment, motivation, and a defined direction. If the task is too difficult, progress, and thus "flow" stops. A break is needed until some insight into how to overcome the problem is gained.

Csikszentmihalyi highlights 7 points about how it feels to be in flow:

1. completely involved in what we are doing - focused, concentrated.

2. A sense of ecstasy - of being outside everyday reality.

3. Great inner clarity - knowing what needs to be done, and how well we are doing.

4. Knowing that the activity is doable - that our skills are adequate to the task.

5. A sense of serenity - no worries about oneself, and a feeling of growing beyond the boundaries of ego.

6. Timelessness - thoroughly focused on the present, hours seem to pass by in minutes.

7. Intrinsic motivation - whatever produces flow becomes its own reward.

Suttie (2012) highlighted 8 ways to foster flow in classrooms:

1. Challenge kids but not too much.

2. Make assignments feel relevant to students’ lives.

3. Encourage choice.

4. Set clear goals (and give feedback along the way).

5. Build positive relationships.

6. Foster deep concentration.

7. Offer hands-on exercises.

8. Make ‘em laugh.

Clearly Flow is a rewarding state where one can make the most progress. Obstacles and distractions have been removed and the task itself is inherently interesting. Perhaps these types of states can be best harnessed by giving students time to pursue their own interests and self directed projects in a space that is free from distractions during a time period that is sufficiently long. For instance, a 3 hour block once a week (perhaps even on a Saturday) in a maker's space/library where the teacher simply creates the correct atmosphere, gives feedback and helps students when they get stuck at hurdles that are beyond their capabilities. Parents or teachers could similarly try to try to set a personal project time at home to encourage their child to spend time on self directed projects. In my personal opinion, it could be a lot more valuable to the student than a lot of traditional forms of homework.

Csikszentmihalyi, M. (2002, April 11). Mihaly Csikszentmihalyi: Motivating People to Learn [Blog Post]. Retrieved from https://www.edutopia.org/mihaly-csikszentmihalyi-motivating-people-learn

Csikszentmihalyi, M. (2004, February). Flow, The Secret to Happiness [Video File]. Retrieved from https://www.ted.com/talks/mihaly_csikszentmihalyi_on_flow#t-1119351

Suttie, J. (2012, April 17). Eight Tips for Fostering Flow in the Classroom [Blog Post]. Retrieved from https://greatergood.berkeley.edu/article/item/eight_tips_for_fostering_flow_in_the_classroom.

Post 2

I think I have heard a lot of good things about "makers' spaces" and also the more I consider other people's comments, even things like study rooms, libraries, computer rooms or in your case, sports facilities. I think rather than pushing flow on students, you can facilitate it by providing a comfortable setting for those who want to put in the time. The more I think about it too, a place where distractions are not welcome. And you say that every kid needs to spend X amount of time per week in these places.

Is it practical? Do we need to supervise kids in these places at all times? Can the kids supervise each other? At what age are we willing to let kids do this?

There are a lot of private schools that have study halls, music rooms, art rooms etc. that are open until late at night. Teachers may or may not be present in the room at all times. Sometimes students will watch over the other students in these situations in high school. Sometimes there is no oversight.

If you have the right environments, the motivated students will use them. If you don't have these settings or a schedule that allows for time to use them, well then you are not going to get the benefits that you would otherwise get. I think some level or supervision or accountability is preferred, especially in rooms with expensive equipment. Students should be able to spend certain blocks, preferably prolonged blocks of their study time in these rooms, sign into them, and get some use out of them, and as I mentioned earlier, weekends might also be an option for some schools.