In this episode of Grow Your Flow & Glow, we move to the practical heart of the work: learning design.

Drawing on personal experiences from high school mathematics — where worksheets, worked examples, and “you should already know this” replaced explicit teaching — this episode explores how students become lost in learning when tasks are designed without clear entry points.

We unpack why flow doesn’t happen by accident, and how self-regulated learning, cognitive load, and explicit teaching shape whether students can begin, persist, and succeed.

Framed within the NSW Department of Education context, this episode reclaims design as a core professional skill — even within mandated Units of Learning — and challenges the idea that teaching is simply about delivery.

You’ll hear why:

• learners disengage when they don’t know where to start
• independence is not confidence, but successful transfer
• task design must offer challenge without shame
• and why designing for flow protects both student dignity and teacher wellbeing

This episode is an invitation to rethink “perfect lessons” — and redesign learning so more students can enter, stay, and grow.

💬 connect with me and Join the conversation at https://www.linkedin.com/in/kurt-walker-a148643a6?utm_source=share&utm_campaign=share_via&utm_content=profile&utm_medium=ios_app
What’s a learning moment that made you feel lost — and how does it shape your teaching today?