FLOW Peter Liljedahl liljedahl@sfu.ca
Description: FLOW Peter Liljedahl liljedahlsfu.ca www.peterliljedahl.compresentations pgliljedahl answering questions oral instructions defronting good problems vertical non-permanent surfaces visibly random groups levelling assessment flow BUILDING
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slide1. FLOW Peter Liljedahl<br>
slide2. liljedahl@sfu.ca
www.peterliljedahl.com/presentations
@pgliljedahl<br>
slide3. answering questions
oral instructions
defronting good problems
vertical non-permanent surfaces
visibly random groups levelling
assessment
flow BUILDING THINKING CLASSROOMS<br>
slide4. FLOW FRUSTRATION FLOW BOREDOM<br>
slide5. TEACHER CREATING FLOW FRUSTRATION FLOW BOREDOM<br>
slide6. TEACHER CREATING FLOW FRUSTRATION FLOW BOREDOM<br>
slide7. TEACHER CREATING FLOW FRUSTRATION FLOW BOREDOM<br>
slide8. TEACHER CREATING FLOW FRUSTRATION FLOW BOREDOM<br>
slide9. TEACHER CREATING FLOW FRUSTRATION FLOW BOREDOM<br>
slide10. TEACHER CREATING FLOW FRUSTRATION FLOW BOREDOM<br>
slide11. TEACHER CREATING FLOW Thin slicing
Thick slicing
Redirect<br>
slide12. THIN SLICING FRUSTRATION FLOW BOREDOM<br>
slide13. THICK SLICING FRUSTRATION FLOW BOREDOM<br>
slide14. REDIRECT FRUSTRATION FLOW BOREDOM<br>
slide15. FLOW FRUSTRATION FLOW BOREDOM<br>
slide16. STUDENTS CREATING FLOW FRUSTRATION FLOW BOREDOM PERSEVERANCE TOLERANCE<br>
slide17. STUDENTS CREATING FLOW FRUSTRATION FLOW BOREDOM PERSEVERANCE TOLERANCE<br>
slide18. STUDENTS CREATING FLOW FRUSTRATION FLOW BOREDOM PERSEVERANCE TOLERANCE<br>
slide19. answering questions
oral instructions
defronting
building autonomy good problems
vertical non-permanent surfaces
visibly random groups levelling
assessment
flow<br>
slide20. THANK YOU!
liljedahl@sfu.ca
www.peterliljedahl.com/presentations
@pgliljedahl<br>
slide2. liljedahl@sfu.ca
www.peterliljedahl.com/presentations
@pgliljedahl<br>
slide3. answering questions
oral instructions
defronting good problems
vertical non-permanent surfaces
visibly random groups levelling
assessment
flow BUILDING THINKING CLASSROOMS<br>
slide4. FLOW FRUSTRATION FLOW BOREDOM<br>
slide5. TEACHER CREATING FLOW FRUSTRATION FLOW BOREDOM<br>
slide6. TEACHER CREATING FLOW FRUSTRATION FLOW BOREDOM<br>
slide7. TEACHER CREATING FLOW FRUSTRATION FLOW BOREDOM<br>
slide8. TEACHER CREATING FLOW FRUSTRATION FLOW BOREDOM<br>
slide9. TEACHER CREATING FLOW FRUSTRATION FLOW BOREDOM<br>
slide10. TEACHER CREATING FLOW FRUSTRATION FLOW BOREDOM<br>
slide11. TEACHER CREATING FLOW Thin slicing
Thick slicing
Redirect<br>
slide12. THIN SLICING FRUSTRATION FLOW BOREDOM<br>
slide13. THICK SLICING FRUSTRATION FLOW BOREDOM<br>
slide14. REDIRECT FRUSTRATION FLOW BOREDOM<br>
slide15. FLOW FRUSTRATION FLOW BOREDOM<br>
slide16. STUDENTS CREATING FLOW FRUSTRATION FLOW BOREDOM PERSEVERANCE TOLERANCE<br>
slide17. STUDENTS CREATING FLOW FRUSTRATION FLOW BOREDOM PERSEVERANCE TOLERANCE<br>
slide18. STUDENTS CREATING FLOW FRUSTRATION FLOW BOREDOM PERSEVERANCE TOLERANCE<br>
slide19. answering questions
oral instructions
defronting
building autonomy good problems
vertical non-permanent surfaces
visibly random groups levelling
assessment
flow<br>
slide20. THANK YOU!
liljedahl@sfu.ca
www.peterliljedahl.com/presentations
@pgliljedahl<br>