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The characteristics of “Flow” according to Czikszentmihalyi are:
- Completely involved, focused, concentrating – with this either due to innate curiosity or as the result of training
- Sense of ecstasy – of being outside everyday reality
- Great inner clarity – knowing what needs to be done and how well it is going
- Knowing the activity is doable – that the skills are adequate, and neither anxious or bored
- Sense of serenity
- Timeliness – thoroughly focused on present, don’t notice time passing
- Intrinsic motivation – whatever produces “flow” becomes its own reward
Intellectual challenge was measured by Csikszentmilhalyi’s theory of flow. (Source for the following http://www.cea-ace.ca/education-canada/article/sorting-students-learning)
In the past it was often assumed that disengaged students were easy to identify: they were the young people at the back of the class, the ones making their way to shop or special classes, or those lingering down the street well after the bell had rung. Data from What did you do in school today? suggest that disengagement is not – and may never have been – limited to small groups of students or as visible as we once thought. Over half of the students in our sample (n=32,300) – many of whom go to class each day, complete their work on time, and can demonstrate that they are meeting expected learning outcomes – are experiencing low levels of intellectual engagement.
esquetee on 2012-05-31"The Canadian Education Association’s (CEA) released a report What did you do in school today? – a three-year research and development initiative designed to assess, and mobilize new ideas for enhancing the learning experiences of students. Intellectual challenge was measured by Csikszentmilhalyi’s theory of flow."