Flow

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Floating topic

Flow

Student Developmental level

They are in Erikson's stage of intimacy vs. Isolation, meaning these students may benefit from working in teams of both men and women for psychosocial development.

Cognitive development

In terms of Vygotsky's theory of Development, college-age students have had a fair amount of life experience and likely would need minimal scaffolding to accommodate a new psychology definition into what they already know about "flow." Chances are that, throughout their lives, each of these students have personally experienced flow at one time or another.

These students are likely in Piaget's formal operational stage of cognitive development, meaning they can manipulate abstract and symbolic concepts mentally to learn something new.

Subtopic

Flow is a fairly universal concept, and everyone should be able to understand it regardless of gender or culture.

Many gender differences have decreased by this point. If anything, make sure to praise both young men and young women equally and reinforce participation throughout, as this is a female-dominated field.

Age: 17+, Late-high school, early college education

College students have attention spans of about 15 minutes, but are expected to have a fairly long attention span through a class or lecture, usually longer than an hour.

To help them pay attention, it is my job as the professor to present the concept in a way that is relatable and engaging to the students, so I will have them come up with personal experiences or examples of flow to better understand it. I will also institute breaks every twenty minutes or so.

Flow describes continuous motion or development

Cross-curricular ties

Cardiology and bloodflow

Flow of productivity or attention in Psychology

Motivation and attention in Psychology

The Flow theory by Mihály Csíkszentmihályi: a state of engrossed attention on a specific topic that yields high productivity

Possible misconceptions

"If I feel zoned out while driving or reading a textbook, that must mean I'm experiencing flow." This is false. While feelings of being "zoned out" or out of touch of reality are associated with flow, they do not necessarily mean flow is being experienced.

"I feel in the 'zone' when I workout and watch my favorite tv show, I must be experiencing flow."- This is false, you cannot experience flow while multitasking.

"It must be a project you are naturally interested or enjoy, you cannot experience flow in busy work." This is False as well. Work or other typically uninteresting projects can become flow experiences if you train yourself.

Defining Features

Prototypes: Getting lost in a good book, a pianist finishing a piece and "returning" to reality afterwards

Correlational features

Extreme productivity- completing or accomplishing a great amount of work during the flow.

A feeling of "zoning out" or losing sense of reality

Working on a project or hobby you naturally enjoy

The steps of the projects blend effortlessly and naturally, without conscious interference

A state of single-focused attention, on ONE task

Time flies/passes without awareness

Assessment of Student understanding

Post-assessment: Present the same list of experiences as pretest and see if they can better differentiate. Ask each student to describe a personal example or experience with "flow" to ensure personal application and understanding.

Pre-assessment: ask them what they think of when they hear "in the flow of things." Check for previous understandings, schemas, and connotations. Design a pretest or a list of experiences and see if they can identify which involve flow and which do not.

Flow vs. viscosity in a chemical substance

Writing with flow or with natural transitions

How to create flowing movements in dance

Landscape architecture- designing a waterfall that flows unobstructively into a river