This week I came across the flow theory and topics of interest. Considering the term ‘flow’, I really like it. It is like when an individual is not stuck in the learning situation; accordingly, he or she has motivation to learn. When students know the objectives and status of what they are doing as well as are in the challenging condition, endeavor in learning is enhanced. However, I think this theory is only a part for the motivational models for there are many other elements to develop motivation. This theory focuses only on the state of individual being fully engaged in their action. The instructor will have to think further to keep learners motivated in the long run. Are more challenges, clear goals and feedback enough for learners to be motivated after present learning?
Speaking of interest, learning objectives of many instructions try to suit students’ personal interest. In the classroom, teachers should set some time to an autonomy atmosphere where students can select the materials or contents to match their interest. Teachers can ask students to do self-report of their interest at the beginning of the class or may check students’ interest by observation in some cases. However, what about students who don’t know what they are interested in or do not show any particular interest? There must be a kind of self-assessment questionnaire to help students explore their interests like the aptitude test which help students evaluate their domain skills. This might be done in the central hour such as counseling period and study skills period. The interest report of the students then is tallied and serves as a database for the teachers.
In a school I visited, they are famous for sports education. Students are exposed of a variety of sports in the first year of their junior high school and when they are in the second year, they select sports they want to study specifically. The bottom line is that in the first year, students might not know much about sports so the school supports them by giving them experiences on different types of sports but not in the extended learning. When they know what they like or are interested, they can choose for the next year to study further. I think this is a good idea to support students.
According to Krapp (1992), interaction of personal interest and situational interest produce the psychological state of interest in the individual. This sounds not easy to set the instruction to suit both kinds of interest. I will keep in mind here to at least find the common interest that is shared among students. A variety of activities and contents will also be the choice. The students will be interested in either one or another of resources and learning styles the class provides.
References:
Pintrich, P. R., & Schunk, D.H. (2002) Chapter 7. Motivation in Education: Theory, Research, and Applications. (2nd ed.). Englewood Cliffs, New Jersey: Merrill.
Susan O’Neill. 2011. Flow Theory and the Development of Musical Performance Skills. http://www.jstor.org/stable/40318998
Hi Ornisa,
ReplyDeleteI agree with your opinion that instructors have to think further to keep learners motivated in the long run. I think flow is only a short engaged period. When learners move to the next stage of learning where they cannot experience flow, they may become uninterested if they are not motivated by something else. Though challenges, clear goals and feedback are important for learners to be motivated, I think interest is the one that can keep learners being motivated after present learning. If learners have interest in a special field, they would like to spend time exploring this field.
Speaking of how to find students’ interest, I think I will combine several measures together to get the objective results. The self-report measure involves too many subjective opinions. For students who don’t know their interests or don’t have a specific interest, this measure doesn’t work well. The actual observation involves the observer’s opinions. If the teacher combines the two methods together, it may be easier to get an unbiased view about students’ interest.
Thank you very much, Xin Yu. Yes, both observation and self-report can be combined to make the judgment more accurate.
DeleteHi Ornisa,
ReplyDeleteWhen reading the part of your reflection about students not knowing their interests, it made me think of something I do with my students to help them become aware of their own. It is a questionnaire about forced choice inventory. The students have numerous questions where they are forced to choose between 2 different things. This may not seem to be the best option but there are so many questions and ultimately choices that it helps the teacher see any possible trends. This then will help see some students' interests.
Thank you, Amber. I will look for more information about the interest search tool and will try forced choice inventory.
DeleteHi Ornisa,
ReplyDeleteYou make a great point. While it is a great occurence for students to enter a state of Flow, in terms of motivation, it does not end there! For people to enter Flow, there must be a perfect balance of interest, challenge etc, and things like challenge level doesn't maintain its state for an infinite period of time. Teachers also have to continue to work hard at helping students maintain a state of Flow.
The other point you made about students identifying what there interests are by becoming familiarized with various fields and topics is also spot on. Not everyone is inherently born with or aware of their interests and passions. Many of us have to find them, but the only way that is possible is through introduction to it.But, this is not possible if education continues to maintain its same form, shape and function. Nowadays, students just take on the interests and passions of idols or peers instead of truly finding innate enthusiasms of their own. Most of the time, they aren't even educationally related. Perhaps, just as you suggested, there can be some sort of quiz or instrument that can measure student interests. Something that I think may be even better is if class materials are presented in diverse manners. Math doesn't have to be hard and boring. Science doesn't have to be a field liked only by "crazy geniuses". If educators began to spin these subjects and present them in manners that allow for students to see them in an alternate light, them maybe student interest and motivation with respect to these subjects can be heightened.
To me flow is considered the higheest level of output through design that fostered the right type of motivation. For a student to be completely engaged and consumed by an activity means that they have mastered all the components that comes with the activity. Those components can be preperation, practice, analyzing, studying etc. Flow can occur during the process, not just the engagement of the activity. I think the activites leading up to the moment of performance, competion etc. can define flow too.
ReplyDelete