4 STEPS GET KIDS INTO THE ‘FLOW’ OF LEARNING

New research describes a four-step plan to develop students' link to their learning environment and accomplish an ideal specify for learning: "flow."


Terry Bowles and Daniela Russo of the College of Melbourne and partner teacher Janet Scull of Monash College discuss the research here:


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Most people have memories of our days at school—usually some great and some not so great. But the chances are the great memories occurred when we really felt cared for and valued by our peers and the grownups that assisted us learn.


ATTENDING LEADS TO BELONGING, WHICH LEADS TO ENGAGEMENT, WHICH LEADS TO FLOW.


These favorable connections are an vital part of "institution connectedness"—the level to which trainees view individuals, places, and tasks they experience in a significant and important manner.


We are researching connectedness in primary and additional institutions to assist find ways to develop and enhance this important plank in the education and learning system. As component of this, we are investigating how connectedness relate to factors such as solitude and institution accomplishment.


Institution connectedness is an important safety factor for many trainees. It influences routine institution participation, which is key to improved education and learning and health and wellness outcomes. Connectedness also decreases risk-taking habits and fierce and antisocial habits, as well as the possibility of psychological problems.


But, in so many institutions, the concentrate on the curriculum and academic outcomes such as standard test outcomes, without a deep structure of valued connections and beneficial regimens and experiences, means that for some trainees institution is a "desert" experience to be avoided and devalued.


HOW TO ACHIEVE ‘FLOW'

Our new research determines key actions institutions can require to help address this.


We recently released a methodical review of the research on connectedness in the Journal of Psycho therapists and Counsellors in Institutions, which involved evaluating 36 studies on the social, psychological, behavior and cognitive aspects of learning conducted in between 1990 and 2016.


We found that trainees need to attend institution regularly to develop connections that improve their sense of self and their connections with individuals and teams about them. After that, they can proactively participate in learning and this leads to "flow."


Psychologist Mihaly Csikszentmihalyi specifies flow as "the specify where individuals are so associated with a task that absolutely nothing else appears to matter; the experience is so pleasurable that individuals will do it also at great cost, for the large benefit of doing it.'"


Basically, the consecutive four-factor model is that going to leads to belonging, which leads to interaction, which leads to flo

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