PowerPoint Templates - Peter Liljedahl

PowerPoint Templates - Peter Liljedahl

Milano 2016 POLITECNICO di MILANO PhD COURSE session II Milano 2016 http://www.peterliljedahl.com/courses/politecnicodimilano Milano 2016 MIHALY CSKSZENTMIHLYI - Cskszentmihlyi (1990) FLOW EXPERIENCE Milano 2016

1. There are clear goals every step of the way. 2. There is immediate feedback on ones actions. 3. There is a balance between challenges and skills. 4. Attention is focused on ones actions. 5. Distractions are excluded from consciousness. 6. There is no worry of failure. 7. Self-consciousness disappears. 8. The sense of time becomes distorted. 9. The activity becomes satisfying in its own right. - Cskszentmihlyi (1990) FLOW EXPERIENCE - internal Milano 2016 1. There are clear goals every step of the way. 2. There is immediate feedback on ones actions. 3. There is a balance between challenges and skills.

4. Attention is focused on ones actions. 5. Distractions are excluded from consciousness. 6. There is no worry of failure. 7. Self-consciousness disappears. 8. The sense of time becomes distorted. 9. The activity becomes satisfying in its own right. - Cskszentmihlyi (1990) FLOW EXPERIENCE - external Milano 2016 1. There are clear goals every step of the way. 2. There is immediate feedback on ones actions. 3. There is a balance between challenges and skills. 4. Attention is focused on ones actions. 5. Distractions are excluded from consciousness. 6. There is no worry of failure.

7. Self-consciousness disappears. 8. The sense of time becomes distorted. 9. The activity becomes satisfying in its own right. ANXIETY O L F W BOREDOM FLOW EXPERIENCE Milano 2016 1. There are clear goals every step of the way. 2. There is immediate feedback on ones actions.

3. There is a balance between challenges and skills. ANXIETY O L F W = ENGAGEMENT BOREDOM FLOW EXPERIENCE Milano 2016 1. There are clear goals every step of the way.

2. There is immediate feedback on ones actions. 3. There is a balance between challenges and skills. - CREATING FLOW - FLOW EXPERIENCE Milano 2016 1. There are clear goals every step of the way. 2. There is immediate feedback on ones actions. 3. There is a balance between challenges and skills. O L F BOREDOM

CREATING FLOW Milano 2016 ANXIETY W O L F BOREDOM MANAGING FLOW Remove a member of the group Pair with another

group Milano 2016 ANXIETY W Give extension Introduce doubt Pair with another group O L F BOREDOM

MANAGING FLOW Give an easier task Answer some of the task Give a hint Milano 2016 ANXIETY W Give hint Join the group Pair with a stronger group O

L F BOREDOM STUDENTS SELF-MANAGING FLOW Milano 2016 ANXIETY W meta-cognition multiple intelligences (Gardner) transfer analogical reasoning (Novick) critical incidents (Tripp) variation theory (Mortens)

creeping determinism (Fischoff) discourse tensions (Berry) thickening (Geertz) empirical (Liljedahl) affect / meta-affect (Goldin) illumination (Liljedahl)

surprise (Adler) flow (Cskszentmihlyi) counter culture/norms (Liljedahl) problem posing (Brown & Walters) modelling RME learner generated examples (Watson & Mason) problem solving THEORIES OF LEARNING Milano 2016

meta-cognition multiple intelligences (Gardner) transfer analogical reasoning (Novick) critical incidents (Tripp) variation theory (Mortens) creeping determinism (Fischoff) discourse tensions (Berry) thickening (Geertz) empirical (Liljedahl) *

affect / meta-affect (Goldin) illumination (Liljedahl) surprise (Adler) flow (Cskszentmihlyi) * counter culture/norms (Liljedahl) * problem posing (Brown & Walters) modelling RME

learner generated examples (Watson & Mason) * problem solving (Polya) * l * I will demonstrate theory for l suitable for large classes l well suited for teacher ed. THEORIES OF LEARNING Milano 2016

1. enjoy the learning experience 2. learn some things about teaching 3. convert a theory of learning into a theory for teaching 4. extract a theory for teaching from empirical work 5. define requirements of a theory for teaching WORKSHOP EXPECTATION: you will achieve at least two of the above outcomes quick and dirty presentation on Wednesday afternoon DIVERSE WORKSHOP OUTCOMES Milano 2016

POSSIBLE WORKSHOP OUTCOMES: N groups of 2-4 200/N minutes each give a presentation on one of the following: a) teach a lesson using interesting mathematics demonstrating your use of one of the theories for teaching demonstrated in the workshop thus far b) teach a lesson on any topic by converting one of the theories of learning listed (or a different theory of learning) into a theory for teaching c) present a new theory for teaching from some empirical work you may have done or data you may have access to in the case of a) a brief introduction as to why you chose that theories for teaching is warranted in the case of b) and c) a brief introduction to the theory of learning

or theory of teaching (who, when what, etc. ) is warranted QUICK AND DIRTY PRESENTATION Milano 2016 Milano 2016 http://www.peterliljedahl.com/courses/politecnicodimilano

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