Even though we are reading a new book this year, I often find myself thinking about Drive. I am very interested in motivation. What motivates students to learn more? This last week of January I instituted "Flow" into my classroom. The idea came to me, maybe in the shower or maybe as I drove to work with Kerri Bain (those are the times I do my best thinking).
FLOW in our class stands for Focused Learning on Your Own. What I really needed last week was peace and quiet for some students to finish their state tests. I introduced it in the morning with the directions that Flow is working on something you really want to be working on, independently. I gave the students a list of ideas including 1) read a book, 2) practice math facts or do accelerated math, 3) write a story, edit it & then publish it, 4) research about an ocean animal, take notes and make some kind of presentation, 5) research about a famous person, take notes, and make a presentation, 6) write an ABC book. After morning recess the students chose their FLOW project, got what they needed, and we were off to the computer lab to finish testing. The only rules about FLOW were that it had to include reading, writing, or math, and it had to be independent (you could not ask the teacher for help and you can not work with a friend). Sounds mean, but I had to focus on the kids who were testing and it needed to be quiet.
My students LOVED FLOW. Understatement. They really LOVED FLOW. The students who really understood what they could do are doing amazing things. One boy is delighted to study the history of ships. One girl is writing an ABC book about Laura Ingalls Wilder. One boy who just got back from Mexico is reading about the Aztec. One girl (a lower reader) already made a poster about an octopus (with facts). One girl made a whole presentation trifold poster about sea horses. One girl read about and did a science experiment. The she wrote it up using the Scientific Method (that was my choice, not hers if she wanted to present her findings). Sure some kids didn't get it, one kept trying to pick dinosaur books because her friends had one, but she didn't read more than a page or two. Then we were able to have the discussion of do what you are interested in, not what your friend is.
Now we do FLOW every afternoon for 30 minutes. Some kids come during this time and work with me in small groups on math skills, but I try to give everyone some FLOW time. For most of my kids, FLOW is the best part of the day. I am not sure where I am heading with FLOW. I haven't yet decided if and when I expect a final project. It is exciting how it has started. I will let it go if and when the enthusiasm for it fades, or if too many students start treating it like free time (it is Focused Learning, not Free Time).
Abbey, I really love your idea of FLOW and am excited that your kids are going for it! It makes me want to do it in my room, but I am so afraid they will just try to turn it into a free time. It has been almost a whole school month since you posted, are you still doing FLOW? Is it still exciting for them, or has it faded out?
ReplyDeleteI like this idea Abbey and now that I've had a chance to hear about it in person after meeting for portfolio, I can tell you are excited about it. Kids love that freedom of choice and so often we get caught up in all the things we are required to do that we forget to just enjoy the learning process. As a parent, I love to hear my kids wondering and asking questions about learning. I think that authentic learning happens when there is that passion to learn and it is internalized in a way that builds on so many other skills. That excitement to learn can sometimes fizzle as they age and it is sad to me. I appreciate that you are giving them the opportunity to seek out something they are interested in learning about and monitoring that it is time well spent. Keep us posted on how it goes over time.
ReplyDeleteAbbey,
ReplyDeleteWhat grade level are you teaching and how many kids do you have? I'm wondering how the classroom management piece works for you. Last year, I tried "Choice" time, which was the same concept - but it was a disaster with my 6th graders. It stressed me out trying to keep them on task - and they had trouble being quiet. I'm curious what tips you would have on managing this on a daily basis. I must have done something wrong. Thanks for sharing!
FLOW can be challenging sometimes. I am SUPER STRICT about behavior at that time. Since I am working with a small group on math, for everyone else it is Voice Level 0. I enforce it by having small packets of work or a book for students to read. If they make bad choices during FLOW, like visiting with friends, they they lose the priviledge to choose what to do and I choose for them (usually based on their area of weakness - math or reading). Students in FLOW are able to research on the computers, but if they are not responsible they lose that priviledge. After the first week, everyone was amazingly on task except for 2 boys who struggle still. I end up "choosing" their job 50-75% of the time.
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