Abstract:

Thinking, planning and acting inclusively provide the bedrock for inclusive teaching and learning. However, review of the literature indicates that developing an inclusive teaching environment can be challenging for many teachers and differentiated teaching mainly entails diluted instruction. Flow theory posits that all learners are happiest when they are in a state of flow. It is a state of concentration and complete absorption where learners feel and perform their best. Importantly, to achieve a state of flow, the teacher must achieve a balance between the challenge of the task and the skill level of each learner; echoing a key principle underpinning differentiation. If the challenge is too great, the learner is likely to become anxious and demotivated. Conversely, if the challenge is too easy, the leaner will become bored, demotivated and perhaps distracting to others. If there is little challenge or skills development in teaching, then learners are likely to become apathetic and disengaged with the subject. This suggests that a learner’s odds of experiencing flow are determined by the teacher. Research indicates that as teachers gain a richer understanding on what promotes flow in schools, they are able to improve academic outcomes for their learners. Ironically, little research has explored whether the very nature of flow requires a differentiated approach. Are the constituents of flow the same for everyone? Or is it different among diverse learners?

Consequently, this phenomenological study explores perceptions of the nature of flow phenomenon and whether teaching about flow and related theories in initial teacher education can make differentiation more achievable for beginning teachers in the classroom. Adopting a mixed methods approach, research tools comprise of arts-based methods and participant survey. Regarding the former, inductive content analysis of participants’ depictions of flow indicate that there are patterns of commonality and difference regarding their sensation and visualisation of flow which may correlate with preferred ways of thinking, learning or being. Anonymous survey indicates that deconstructing flow as part of an initial teacher education programme component equips preservice teachers with another lens and tool to think, plan and act more inclusively in the classroom. While appreciating the findings are context specific, this paper will be of interest to educators and researchers interested in the construct flow and exploring other ways and means of attaining optimal learning experiences for all.

Keywords:

Arts-based methods, challenge, differentiation, flow, inclusion, initial teacher education, preservice.