In this post you will find:

• A definition of what flow is
• An analogy that describes the elements of instruction using the UDL guidelines
• A process for making instruction more inclusive

Introduction

In an inclusive classroom, every student is engaged, on task, and experiencing success, no matter their ability level. The secret to achieving this lies in well-structured instructional routines that create a smooth flow of learning. When done right, these routines ensure that all learners know what’s happening, when, and why, which leads to high participation and effective learning for everyone. Let’s explore how you can use instructional routines to implement inclusive practices and build a classroom environment where every student thrives.

What Does an Inclusive Classroom Look Like?

Picture walking into a classroom where all students are focused, engaged, and confidently working on tasks tailored to their level. You can’t tell which students typically struggle because everyone is participating and succeeding. The day flows naturally, with both learners and teachers transitioning smoothly from one activity to the next. This is what an inclusive classroom looks like—a space where instruction adapts to meet the needs of every student, creating an environment of high on-task behavior and participation.

Building an Inclusive Classroom: As Easy As Cake!

Think of inclusive instruction like baking a tiered cake. Your instructional routines are the solid base layers—whether it’s sponge, chocolate, or another favourite flavour. These routines provide the structure and predictability that anchor your lessons.

Then, you’ve got the filling—your procedural routines. These are the actions and behaviours that guide how content is delivered and how students show their understanding.

Finally, the UDL Guidelines are like the icing that ties the whole cake together, ensuring that everything is accessible and engaging, creating a smooth, inclusive learning experience.

Understanding Flow in the Classroom

Flow is that magical state where students are so absorbed in what they’re doing that they lose track of time and feel a deep sense of enjoyment and purpose. Achieving flow in the classroom is crucial because it directly impacts student engagement and learning outcomes. When tasks are just challenging enough to be engaging but not so difficult that they frustrate students, they’re more likely to enter this state of flow.

Research by Csikszentmihalyi (1990) shows that flow fosters the best learning experiences, leading to better retention of information and higher academic performance. Classrooms where flow is present often see higher levels of student participation and achievement, making it a key factor in creating an inclusive and productive learning environment.

The Importance of Flow in Instruction

In a classroom with strong instructional flow, everyone knows what’s happening and when. This flow is vital for keeping students engaged and on task. When instructional routines are well-established, they act as the foundation—like the “sponge of your cake”—where learning happens. Procedural routines, such as how students transition between activities or demonstrate their learning, are like the “jam” that holds everything together, ensuring smooth transitions and consistent engagement.

Try This!

Start with the Routines You Have

Before you dive into improving your classroom routines, take a moment to reflect on what’s currently in place. What routines are working well? Which ones aren’t, and why? To get a clear picture, try videotaping your routines and watching them back. Look for moments when students seem disengaged or when you spend too much time addressing disruptions. Pay special attention to students who struggle—what aspects of the routine are challenging for them?

Identifying Barriers to Flow

Once you’ve observed your routines, consider the barriers that might be holding back smooth operation and high engagement. Ask yourself if the instructional routines (the sponge) and the procedural routines (the filling) are unintentionally creating barriers for some learners. For example, are instructions unclear, causing confusion? Are transitions taking too long, leading to lost focus? Talk to your students, especially those who struggle, to understand their perspectives. Ask them what they find difficult about the routine and what might help them stay on task. This feedback is invaluable for making informed adjustments.

Adjusting Routines with UDL Guidelines

To enhance your classroom’s flow, use the Universal Design for Learning (UDL) guidelines as your “icing on the cake.” UDL encourages offering multiple ways for students to engage, represent, and express their learning, ensuring that all students can access and participate in your lessons. Start by making small, thoughtful adjustments to your routines. Maybe you introduce visual supports for students who need them, or break down tasks into more manageable steps. The key is to add just one new element at a time to avoid overwhelming yourself or your students.

Give It Time and Review

Changes take time to show their impact, so give your adjustments at least three weeks to settle in before reviewing their effectiveness. Observe whether engagement and participation have improved and whether the classroom flow is smoother. Reassess the routine, gather feedback from students, and make further tweaks if needed.

Conclusion

Creating an inclusive classroom where every student is engaged and succeeding doesn’t happen overnight, but with thoughtful instructional routines and a focus on flow, it’s definitely achievable. Start by reflecting on your current practices, identify barriers, and make small adjustments using UDL guidelines. Over time, these efforts will lead to a classroom environment where all students can thrive, ensuring high on-task behavior and participation across the board.

Key Takeaways

• An inclusive classroom is one where every student is engaged and succeeding.
• Instructional routines are crucial for maintaining flow and ensuring high participation.
• Start by evaluating your current routines and identifying barriers.
• Use UDL guidelines to make small adjustments that enhance flow and engagement.
• Give changes time to work and review their impact regularly.

By implementing these strategies, you’ll create a classroom environment where all students feel included, supported, and ready to learn.

Until next time,

Happy educating,

Sam

References

Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Harper & Row.

Doyle, W. (2006). Classroom Organization and Management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of Classroom Management: Research, Practice, and Contemporary Issues (pp. 97-127). Lawrence Erlbaum Associates.

Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158–176.

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