Why Deep Work Might be the Key to it All

Outline

Part 1:
What is deep work, why is it so important, and why are we so short on it? (25 min)

• This first part establishes a definition for deep work and flow, along with Csikszentmihalyi's findings that the flow state leads to greater happiness and well-being. Audience members will be asked first to think about their own personal activities that get them into a flow state, then share this in a turn-and-talk.

• I will then extend this definition by incorporating Newport's concept of shallow work as a contrast to deep work, then introduce a spectrum on which two other modes — "diving" and "the mud" — label some of the other ways we are kept from getting into a flow state or doing good deep work.

• Finally, I will argue that carving out more space and time in schools for deep work could be the key to solving some of our big problems (student mental health issues, truancy and graduation rates, teacher retention) and meeting a lot of our big goals (authentic learning, inquiry-based learning, harnessing technology in meaningful ways, fostering 21st century skills).

Part 2: How do we prioritize deep work in our schools? (25 min)

In the second half, I will get into the nuts and bolts of HOW we might make more room for deep work.

• Practices: These are things individual teachers can start doing, on their own or with students, to facilitate more flow and deep work. This list includes (a) building a shared vocabulary around the concepts of deep work and flow; (b) strengthening our metacognition to raise awareness of what state we are in at any given time; (c) identifying projects that would give each person something meaningful to do during deep work time; (d) block off time in our schedules for deep work, then protect that time; (e) minimize distractions; (f) protect rest time; and (g) measure our progress and iterate our approach.

• Structures: These are approaches (from very small to very large) to making time and space for deep work that are already working inside schools. They include (a) genius hour programs; (b) electives and extracurriculars; (c) makerspaces; (d) school-within-a-school programs; (e) whole-school programs that are built around deep-work-driven activities; (f) community partnerships.

Turn-and-Talk: Audience members will be asked to share which of these approaches are already working and/or which ones look like real possibilities in their districts or schools.

Part 3:
What could it look like when we get there? (5 min)

This final segment is all about dreaming.

• I will first ask audience members to think about one specific student, current or past, who they think would really thrive with more opportunity for deep work, and what that work would look like for them.

•After giving them a minute of quiet reflection, I will then ask them to reflect on that same question for themselves. Every person in the room is someone with passions and knowledge and the potential to offer something unique to the world, if only they are able to set aside enough time to develop it. So as a final thought, I want participants to leave wanting deep work not just for their students, but for themselves.

Supporting research

BOOKS -----------------
• Deep Work: Rules for Focused Success in a Distracted World, Cal Newport

• Flow: The Psychology of Optimal Experience, Mihaly Csikszentmihalyi

• In Search of Deeper Learning: The Quest to Remake the American High School, Jal Mehta & Sarah Fine

ARTICLES------------------
• On the Value of Hard Focus, Cal Newport
https://calnewport.com/on-the-value-of-hard-focus/

• What Are Flow Triggers? 22 Examples to Unlock Flow State, Steven Kotler
https://www.flowresearchcollective.com/blog/flow-triggers

VIDEOS-----------------
• Flow, The Secret to Happiness, Mihaly Csikszentmihalyi
https://youtu.be/fXIeFJCqsPs

• What the Science of Flow Can Teach Us About Limitless Performance, Steven Kotler https://youtu.be/x4ZKJrz4oJo