ST NORBERT NEWS

Dean of Studies

Achieving ‘flow’ (Psychology of Optimal Experience)​

In the previous newsletter, the concept of ‘flow’ (Mihalyi Csikszentmihalyi) was introduced and the notion or idea of a performer, ‘being in the zone’. The application of ‘flow’ for learners is useful when preparing for examinations, tests, homework and study, creating a greater sense of self-control. An additional element to regularly achieve this requires effective feedback.

 

“The reason it is possible to achieve such complete involvement in a flow experience is that goals are usually clear, and feedback immediate,” (Csikszentmihalyi, 2008, p. 54).

 

And while feedback can be achieved very quickly in sport, the challenge is how to achieve this for longer-term academic success?

 

According to Csikszentmihalyi (2008, p. 55), “a person must develop a strong sense of what he/she intends to do”. A student cannot know what the test will exactly contain, and yet seeking feedback (from either self-testing in study or from the direct feedback provided by the teacher) will help them to reset their internal guidelines.

 

Thus, the learner will ask the questions that direct them constantly back to their goal: How well do I know the content? Am I on track? What are the criteria/marking key/syllabus points that will ensure that I reach my goal?

 

Ultimately, the feedback in itself becomes enjoyable because of what it represents, namely, achievement of the goal or progress towards it. As learners, we should regularly review the goals that have been set in order to maintain motivation and control, and ultimately, ‘flow’.

 

If the goals were set early in the year and have either been neglected or easily achieved, then motivation and perceived control can drop away. An effective and motivated learner should constantly ask questions about how well they have achieved the goal(s). Is it time to set a new and more challenging goal and create what Csikszentmihalyi describes as the, ‘flow channel’?

 

When we achieve an optimal balance between current (known) skills and ability and the complexity of the challenge, or more simply a balance between anxiety and boredom, we become more efficient with our use of time and our ultimate success.

Semester Two Examinations (Year 12) – Timetable amendments

Year 12 students enrolled in Mathematics Specialist and Japanese (Second Language) should note the following timetable adjustments:

  1. The Year 12 ATAR Mathematics Specialist has been re-scheduled to Friday 5th October at 8:50am.
  2. The Year 12 ATAR Japanese – Oral examination has been re-scheduled to Monday 8th October at 12:50pm.

ATAR Examination Preparation Seminars

The ATAR Preparation Seminars will commence on Monday 15th October for Year 12 ATAR students. Student are required to be in attendance at the College for each of their scheduled course seminars. The seminars will cover the following:

  • Exam review/corrections/remediation
  • Model answers
  • Exam format and the WACE Cover Pages
  • Hints, study skills and memory techniques
  • 2017 Examiners Report (subject-specific) and the 2017 Examination Paper.

(These may also be accessed at: https://www.scsa.wa.edu.au/publications/past-atar-course-exams)

ATAR Examination Seminars.pdf

The seminars will be delivered by current teachers of the courses.

 

Mr R Dowling (Dean of Studies)