- English
- ePUB (mobile friendly)
- Available on iOS & Android
Teaching for Flow: Transforming Primary Education for Optimal Learning
About this book
Flow in positive psychology describes a mental state of being fully immersed and energised in the successful performance of a task. Teaching for Flow explores a radical transformation of the primary curriculum with a look at adopting a thematic, investigatory approach based on the children's interests; exploring ways to foster the right conditions for children to enter into the optimal state for learning, known as 'flow' or more colloquially as 'being in the zone'.
Practical activities and classroom resources encourage deeper engagement and motivation among all students regardless of their backgrounds or neurodiversity whilst simultaneously cultivating a love for learning, critical thinking, and creativity. Informed by neuroscience, areas covered include learning and development, teaching for flow, special educational needs (SEND), outdoor learning and Forest School, homework and integrating flow into the curriculum. The book suggests a complete overhaul of the current curriculum to place emphasis on a more child-centred and engaging learning experience. Focusing on curriculum design and lesson planning and assessment, the author demonstrates how this inclusive approach can be applied practically, and how teachers can have autonomy over curriculum content driven by the interests of their pupils.
Teaching for Flow is an essential resource for any classroom teacher or school leader looking to develop a more active, investigatory and child-centred approach to learning in their school that allows children to grow and flourish.
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Information
Table of contents
- Cover
- Half Title
- Title Page
- Copyright Page
- Table of Contents
- Acknowledgements
- 1 A Desire for Change
- 2 Understanding the Brain, Learning and Development
- 3 The Concept of “Flow”
- 4 Special Educational Needs and Disabilities: Why Our Most Vulnerable Children Could Benefit from a Curriculum That Engineers “Flow”?
- 5 Challenging the Doubts
- 6 Rethinking Homework for Engagement and “Flow”
- 7 The Benefits of Outdoor Learning
- 8 The Curriculum
- 9 Continuous Provision
- 10 Planning for “Flow”
- 11 Meaningful Assessment: Focusing on the Whole Child
- 12 Conclusion
- Index