Name:

Go with the Flow

Topic:

1) What are the processes that we currently know?

2) Are there any decisions that we will need to make?

3) Are there instances where two inputs lead to one thing or another?

4) What’s our end or termination?

Reardon, M., and Derner, S. (2009). Strategies for Great Teaching. Waco, TX: Prufrock Press Inc.
 How to Implement Go with the Flow Moment
Purpose: Create linear connections in learning and provide organization.
Strategies for Great Teaching states that the Go with the Flow Moment helps learners
represent content in a flowchart by showing the linear, step-by-step relationships. This strategy
focuses on expanding thinking by providing a visual way to analyze content being covered.
There are multiple ways to implement and use this strategy, but this is one outline to help
you get started!

Method:
The key take away from this moment is that the information is going to be put into a flowchart.
1) Start by teaching your content in whatever way makes sense to best communicate the
information.
a. Lecture, groups, independent reading, etc.
2) Show students a sample flowchart and ask them to explain the relationships between the
arrows and shapes. As you go, explain the shapes’ meanings as needed.
a. Rectangles = process
b. Diamonds = decision
c. Circles = or
d. Oblong ovals = end/ termination
3) Begin inputting the information into a flowchart. Everyone should be putting the same
information into a flowchart, but they are able to insert as many “process,” “decision,”
and “or” shapes as needed.
a. For example, you can chart events leading up to the Dust Bowl, the steps in
solving for the area of cement needed in a construction project, or the scientific
method.
4) Finally, have students compare their flowcharts in groups. Have them explain their
reasoning behind what they chose to do. Then, students can compare their charts with a
model you have created.
Other Methods:
1) Note-taking. Show students the flowchart symbols before a lesson and tell them they will
be organizing the information presented using those symbols (a handout with the symbols
is encouraged).
a. The brain will begin searching for patterns as the new information is covered.
2) Additional Information. Challenge students by having them add related information from
previous lessons, workshops, or other content areas to their flowchart.

Reardon, M., and Derner, S. (2009). Strategies for Great Teaching. Waco, TX: Prufrock Press Inc.
 EXAMPLE: Style of Assessment Chosen

Don’t use neighbor’s

assessment.

Use early and often

Mix it up!

Length

Are instructions
complex?

YES
NO
Simplify.

Scaffold questions.

Can you do the

NO Rewrite.
test?

YES

Use humor when

appropriate.

Begin writing your

assessment.

Reardon, M., and Derner, S. (2009). Strategies for Great Teaching. Waco, TX: Prufrock Press Inc.