In my last article, I described the need for focused learning. It was the kick-off to a series I’m called The Concentration Code. This week, I explore how we can design systems and structures that support sustained, focused work and deeper learning.

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What Does Focused Learning Look Like?

A group of twenty first graders wander around a wooded creek searching for examples of animals and their adaptations within the environment. They pull out magnifying glasses and identify the “bugs” that they’ll eventually learn to call “insects.” A few kids scream in excitement, their voices echoing through the forest. Others slow down, soaking in the beauty of the surrounding and intently studying the habitat. Some seem energized. Others relaxed. Some social. Others quietly introspective. But they all have one thing in common. They are focused. Fully engaged. So absorbed in their learning that they might not think of it as learning.

In another city in another school, a fourth grade class is silently reading. Here the desks are in rows and the florescent light cannot compete with the canopy of trees of an outdoor classroom. There is a pin drop silence, aside from a narration escaping the noise-cancellation headphones of a student who is visually impaired. On the surface, this space feels ordinary. Mundane, even. But when I walk in before a teaching observation, nobody looks up — not even the teacher candidate I am working with. Beneath the surface, the mundane becomes magical. Each student is lost in their own fictional world, interacting with imaginary characters, and engrossed in their plot lines. Some are visiting a far-off planet or a fantastical world. Others are reading works that feel so real and identifiable that they can place themselves within the story in an instant. Every child is reading a different chapter book, many at different Lexile levels. But they all have one thing in common. They are focused. Fully engaged. So absorbed in their learning that they might not even think of it as learning.

In another classroom in another city, a group of middle school students engage in an inquiry-based STEM project. The students shift from individual to partner to small group learning. The teacher pulls students aside for skill-based workshops and keeps everyone on a fairly tight time schedule. But it also feels relaxed – intense in the learning but a steady calm as students engage in inquiry, research, and problem-solving. The room is loud. There are no desks. Just tables in the makerspace, with adjustable chairs and standing centers. It is different from the fourth grading reading class. It is loud and dynamic, full of energy, but, again, relaxed. There are moments of frustration. One kid tries so hard to find a solution and buries his head in his hands when his prototype doesn’t work. A boy next to him gives him a side hug as the kid cries. Every student in this class has a learning difference. But yet again, they all have one thing in common. They are focused. Fully engaged. So absorbed in their learning that they might not think of it as learning.

This is just a small snaphot of focused, fully engaged, learning. I’ve had the opportunity to visit classrooms around the world (though mostly in the US) at various grade levels in multiple subject and in vastly different environments. I’ve seen small-town rural schools and inner-city schools and school in suburban enclaves. I’ve seen public Title I schools and elite private preparatory schools. And along the way, I’ve seen that there is no one way to do deeper learning. Sometimes it’s quiet, other times loud. Sometimes it includes frequent transitions and other times it is a long block of extended time. It can be largely solitary or deeply collaborative. It might be a mock trial or Socratic Seminar focused on the humanities or it could be a challenging math problem or a lab. It might be an active PE class or it could be a solitary silent reading activity. It might earn the label of “traditional” or “authentic.”

But these moments are powerful. In a culture of distraction, these are moments when students are fully focused on the learning.

 

Moving Beyond “Continuous Partial Attention”

These are the moments when students might experience either an individual or collective state of flow. When this occurs, students are more likely to retain the knowledge and it leads to higher achievement. In other words, the learning becomes “stickier.” This longer, sustained style of focus allows students to retain the information their learning but also remember it later.

Research suggests that consistent, concentrated attention during learning allows for better organization and encoding of information, making it easier to retrieve later. Studies on repeated testing (known as the testing effect) reveal that focused retrieval practices, such as memory tests, greatly improve retention over time compared to repeated studying without testing (Roediger & Karpicke, 2006). Similarly, spaced learning sessions—where material is reviewed over multiple sessions—enhance long-term retention by allowing the brain to reconsolidate knowledge in each session (Walsh et al., 2022).

Here students also learn the content at a deeper level. We tend to learn at a shallow level when we engage in “continuous partial attention.” Just to clarify, this “continuous partial attention” isn’t the same as multitasking, which is more about switching between two different tasks at a frequent pace (something that can also get in the way of focused learning). Instead, Continual Partial Attention (CPA) is a term coined by technology expert Linda Stone, that refers to the modern tendency to constantly scan multiple sources of information without fully concentrating on any one source. So, again, with multitasking, we try to be more efficient by doing multiple mundane tasks at the same time. But with CPA, we maintain an ongoing desire to stay connected and not miss out on information or interactions, especially in a digitally connected world.

Stone argues that this state keeps us in a heightened but shallow state of awareness. This makes it harder to learn at a deeper level. We also experience an ongoing state of stress or anxiety (something explored in-depth in The Anxious Generation). In a classroom, this means that students remain only mildly engaged and thus fail to grapple with challenging concepts that require their full mental energy. Thus when students engage in sustained, focused learning, they move away from this CPA mindset and toward one of true engagement. So, on an academic level, they master more of the content at a deeper level and they retain for a longer amount of time.

But it’s actually deeper than academic achievement. Focused learning can improve their attention span and help students develop the habits and mindsets that lead them to deep work. When students engage in focused, sustained learning, they improve in their analytical skills and problem-solving. They learn to be more present and improve in collaboration. This sustained focus allows gives space for new synaptic connections to form, sparking fresh ideas. Students then develop improved divergent thinking. I’ve also noticed that students grow more resilient as they continue to focus even when the work is challenging.

And yet, this type of focused learning can seem counter-cultural in an age of instant amusement and rapid-fire content. As educators, we need to set the tone for this sustained, focused learning. This starts with the structures of the classroom. In future articles, we will explore the classroom environment and the pedagogy. But today, I want to explore the structural elements, in particular the physical environment and learning systems (through a lens of cognitive load).

 

Rethinking The Physical Environment

I stood in my classroom and stared at the walls. In the previous year, I had hung up student artwork sparingly. I had placed a few symbols as reminder of what we were learning. I had used plastic frames and asked students to frame some of their favorite work on a rotating schedule. It had been highly visual and maybe even artistic in its vibe. But it was also minimalist.

But this year was different. I had hung up the required grammar posters and the word lists. I had printed up every district-mandated word for the Grammar Wall (though I made the slightly subversive decision to ditch the Comic Sans for a nice Gotham font). I hung up the two anchor charts and the student data charts. And so it went, one by one one, the walls and cabinets were covered with required artifacts. I stood in the middle of the room and tried to focus with various words and colors competing for my attention. It felt like an dictionary had vomited on the classroom walls.

The first week went by and I began to wonder if my students were experiencing the same thing. Did this space feel cluttered? Was it distracting? At the time, I knew that the focus on these visual aspects had been connected to research. Word walls, in particular, can function as a visual scaffold that helps students reference vocabulary and grammar, and they can work well when integrated into the learning process. (Rycik, 2002).

However, in later years, new research emerged about classroom clutter and much of it has confirmed the concerns I had at the time.

Too much visual stimulation may negatively impact students’ attention and learning, especially for younger children and those with specific visual or cognitive sensitivities. Removing excessive posters and minimizing distracting decorations significantly enhances focus for students with cerebral visual impairment (CVI) by reducing visual overload. Research on general elementary students reveals that highly decorated classrooms increase off-task behavior and reduce learning outcomes, suggesting that young children may perform better in low-visual-distraction spaces (Godwin & Fisher, 2011).

Additional studies indicate that workspace tidiness is linked to better task accuracy and efficiency among high school students, although statistical significance has yet to be consistently achieved. These findings suggest that adolescents may benefit from organized workspaces that minimize clutter, potentially enhancing their focus and academic performance (Annes et al., 2023). Altogether, these insights underscore the potential value of structured, minimalistic classroom environments in fostering students’ sustained attention and reducing off-task behavior.

Does this mean that we have to ditch that thoughtful, themed classroom space? Do we have to pursue drab, beige early elementary spaces where every space is a muted tone? I’m skeptical. I think the solution might be to focus on intentionality instead. You might limit wall content to essential, instructional items that align closely with current lessons and learning goals. But also . . . maybe keep that cool vintage Hello Kitty poster? You might rotate anchor charts or word walls to feature only the most relevant concepts and vocabulary. You might opt for neutral or soft colors for background boards and shelves but then use some bolder colors for certain items so that they stand out. It also helps to adopt natural elements like plants (in moderation). This can boost the classroom’s inviting feel while minimizing visual clutter. Studies suggest that plants can enhance attention and well-being without overwhelming the senses (van den Bogerd et al., 2020).

It should noted that a cluttered classroom is nothing compared to a smartphone, in terms of distractions. We’re going to do an entire article covering single-task technology and ways that we can help students manage tech usage. But for now, the key idea is that the physical space sets the tone.

 

Reducing Cognitive Load

Imagine holding a ten-pound dumbbell above your head. For many people, that’s pretty easy. It’s what you do with a shoulder press or an overhead triceps extension. Now hold that weight for two minutes. It’s still possible but more challenging. Your arm might start shaking. Your muscles burn. Now hold it for fifteen minutes. An hour. Two hours. Over time, even a small amount of weight grows unbearable. Your muscles can only handle the weight for so long before needing a break for rest and recovery.

In a similar way, our brain can only handle a certain amount of information before we hit what John Sweller calls “cognitive overload.” Cognitive Load Theory (CLT) explains how the human brain processes and stores new information, with a focus on the limitations of “working memory.” Sweller proposed that working memory can only handle a limited amount of information at a time, so when too much is presented simultaneously (high cognitive load), learning becomes less effective.

Sweller identified three types of cognitive load:

1. Intrinsic Load: The inherent difficulty of the material, which varies depending on the complexity of the information itself.
2. Extraneous Load: Distractions or unnecessary information that doesn’t directly aid learning, such as irrelevant details or cluttered visuals.
3. Germane Load: The mental effort used to truly understand and process the material, essential for deep learning.

The following video explores the concept more in-depth:

We all experience incoming information through our sensory memory. Think of this as anything we see, touch, hear, smell, and taste in the moment. Sensory memory is instantaneous and much of it is forgotten.

But some of the information moves to working memory. Working memory is what we are thinking in the moment. Here, the information is either forgotten or moved into long-term memory through a process called encoding, where the brain categorizes the information.

We can help ensure information moves from working memory to long-term memory through a rehearsal process. If you’ve ever repeated a phone number over and over again to remember it, or you’ve paraphrased information or put events in a sequence, then you’ve engaged in a rehearsal process.

Later, your working memory can retrieve information back into working memory.

If students are struggling to focus, they might be experiencing cognitive overload. In other words, they are spending too much time focused on extranuous cognive load that they aren losing focus and unable to handle the inherent germane loaded needed to learn.

One of the best ways to start is through a “chunking” process. Here’s what I mean:

• Change the way you give directions so that you do a process of chunking, with step one followed practice, then step two, followed by practice, etc. This works better than giving long multi-step directions.
• Provide video directions that have visuals and auditory directions but no written words. This can reduce the “split attention effect” that happens when students are alternating between paying attention to the words and they read versus those they see.
• Break a longer lecture into smaller chunks with both individual and partner processing time.
• Provide a blueprint showing where you are going in what you are learning.
• Introduce new concepts gradually with plenty of processing time.
• Break projects down into chunks with key deadlines, phases, and protocols. We can reduce cognitive load in PBL so that the load becomes more germane and less extraneous.

We can also reduce cognitive load by being more intentional about our course design. For example, we can use consistent language and intuitive design. The consistent language helps students focus on the content without being distracted by trying to figure out what new terms mean (for example, a discussion board versus a forum or a Socratic Seminar versus a class discussion). Similarly, we can use consistent protocols and templates that help students hit automaticity on the procedure (what they are supposed to do) so they can focus on the content.

It also helps to use visual aids. Visuals like charts, diagrams, and images can help convey information quickly without overloading verbal working memory. Ensure they are clear and directly relevant to the topic. Be intentional about the way you create visuals so that they labels are on the visuals themselves instead of using a key.

As a slightly disorganized educator, I am continually working to improve how I organize content clearly on the page or screen, using headings, bullet points, and whitespace to guide the learner’s attention. This structure minimizes cognitive load by making it easier to follow and absorb information.

A great starting place here is to explore UX Design Theory.

Ultimately, we can only do so much with the structures and systems in our classes. Frequent interruptions from the loudspeaker, shorter 45-minute class periods, and the incessant pings of devices all create very real challenges. But we can create an physical environment that is conductive to focused work and deeper learning. We can reduce cognitive load.

Still, this is just the start. To crack the concentration code, we need to focus on our pedagogical approach as well. We need to consider the role of motivation. We need to help students build the habit of focused learning. We’ll be diving into the topics in upcoming articles throughout this series. So, please consider subscribing to the newsletter link at the bottom and you’ll get each article in your inbox as I publish them!

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Sources

• Annes, C. K., Taylor, J. A., & Hallock, R. M. (2023). The effect of workspace tidiness on schoolwork performance of high school students. Journal of Emerging Investigators.
• Godwin, K. E., & Fisher, A. V. (2011). Allocation of attention in classroom environments: Consequences for learning. Cognitive Science.
• Roediger, H., & Karpicke, J. D. (2006). Test-Enhanced Learning Taking Memory Tests Improves Long-Term Retention. Psychological Science, 17, 249 – 255.
• Rycik, M. (2002). How primary teachers are using word walls to teach literacy strategies. The Ohio Reading Teacher, 35, 13
• van den Bogerd, N., Dijkstra, S. C., Tanja-Dijkstra, K., de Boer, M. D., Seidell, J., Koole, S., & Maas, J. (2020). Greening the classroom: Three field experiments on the effects of indoor nature on students’ attention, well-being, and perceived environmental quality. Building and Environment, 171, 106675
• Walsh, M., Krusmark, M., Jastrembski, T., Hansen, D. A., Honn, K., & Gunzelmann, G. (2022). Enhancing learning and retention through the distribution of practice repetitions across multiple sessions. Memory & Cognition, 51, 455 – 472.