We live in an increasingly dynamic and fast changing world which requires us to be thoughtful and innovative in our pedagogical design and course implementation. Deep Work and Deep Learning are separate but related approaches to learning and growing which guide much of our programming at VCA Shenzhen.

This week I present the value and application of Deep Work at our school and beyond. Next week I will address Deep Learning which, while related, is more concerned with how we learn effectively in the information age.

Deep Work

Deep Work is the practice of sustained focus on a challenging task for an extended period of time, in a way which stimulates creative thinking and efficient outcomes. Ultimately, the big picture of Deep Work is about how we manage our time, energy and focus for optimal results and happiness.   The Deep Work hypothesis as stated by Cal Newport, author of Deep Work underscores its value: “The ability to perform deep work is becoming increasingly rare at exactly the same time it is becoming increasingly valuable in our economy. As a consequence, the few who cultivate this skill, and then make it the core of their working life, will thrive.”

Like most newly framed concepts, there is a wealth of history for its practice.  For thousands of years, our ancestors whether writers, blacksmiths, artists, or engineers, have been engaging in deep work whenever they channeled their efforts over a period of time. The essence of flow theory, made famous by Csikszentmihalyi in the 1970s, is very much in line with this concept of being in a deep state of focus. Csikszentmihalyi put great emphasis on the positive and pleasurable experience of this state; however, Deep Work is more about organizing one’s life and learning to achieve such “flow” states intentionally and regularly, not only for pleasure but also for high impact. 

We are typically only able to engage in focused deep work for a limited amount of time each day, but with practice and discipline, we can train ourselves for longer durations. Depending on the individual and nature of work, it is best to establish a routine of daily deep work for one or more sessions. For high school students, two or three sessions per day (one to three hours each) can serve as a general standard for this deep immersion. The rest of the day should be planned out with suitable doses of the remaining three forms of engagement. 

At VCA SZ we bring the practice of Deep Work into our planning and learning. A comprehensive Deep Work approach thus involves planning and implementing a schedule which involves four types of engagement: deep work; light work; leisure activities; and chill-out time. We work closely with each student to individualize their Deep Work and other activities to optimize their energy and focus. A key to success of this process is to ensure that students find the areas of interest and passion (both academically and non-academically) where they are prime for deep work and flow. 

Weekly planning will consider how many hours (and in what area) of deep work is suitable for the students. Every student is different and is encouraged to increasingly manage their own balance of deep work, light work, intentional leisure and chilling. For example, one student who is committed to mastery with a musical instrument may want to dedicate 2 hours/day on that instrument, with 2 hours dedicated to academic self-study, 4-5 academic class periods, and the rest carefully planned to allow adequate involvement in leisure activities (sports, dance, etc.), light work (socializing on and off-line, web surfing, reading the news, watching videos, etc.) and just chilling out. 

In a world increasingly defined by distraction and information overload, Deep Work is the answer to cultivating a life which brings satisfaction and success through disciplined focus. Our students will not only have more control of their life, time and studies, but enjoy the journey of learning and growing in a new way, in a “deep” way.