Of the many ways to measure a Math lesson, one is flow. The 75 minute blocks at my college can feel like a long time to be doing Math. Therefore, I try to have a variety of modalities within a lesson to capture students’ attention and to provide opportunities to learn and do Math.

The best flow experience I witnessed in my classroom was an activity (on Graphing Functions) starting at 1:58 which was 17 minutes before class ended. I had thought they would first work independently and then work in pairs.

1:58 handout given students have alone time to think and work while I visit deskside

2:05 students are working independently while I circulate around

2:10 students are still actively learning solo

2:15 class has officially ended — do I tell them?

2:20 they are STILL working — so engrossed

These students may have another class at 2:30 — our room is about to be taken over by the teacher and students waiting patiently outside the door.

2:23 Drat! I have to break the magic and tell them that class is over

At the end, I was delighted that students were totally in a flow state. They lost all sense of time while they were learning and doing Math. My only regret?

WHY DIDN’T I THINK TO HAND THIS OUT AT 1:45???