A chance to break free of seasonal, location-centric learning.
The disruptive influence of pandemic-related school closures on student learning may serve as a catalyst for much-needed shifts in how we think about how much time we devote to learning. Decades from now, we may look back at this period as we do with the launching of Sputnik in 1957, as an event that spurred innovation in new and productive directions. The reason for this optimism lies in the lessons we are uncovering around instructional time.
In the early 1960s, psychologist John B. Carroll was studying second language acquisition when he noticed that subjects in his study were all able to master the language content, but the time they each needed to do so varied greatly. This experience led Carroll to develop a model of learning that featured the importance of time as the key variable. In Carroll’s formulation, student learning is a function of time spent learning divided by the time needed for learning.
Carroll also identified other factors like student aptitude, background knowledge, and quality of instruction as influential in the amount of time needed for learning. This may not seem revolutionary now, but Carroll’s articulation of the relationship between time and learning was highly influential.
www.educationnext.org
The disruptive influence of pandemic-related school closures on student learning may serve as a catalyst for much-needed shifts in how we think about how much time we devote to learning. Decades from now, we may look back at this period as we do with the launching of Sputnik in 1957, as an event that spurred innovation in new and productive directions. The reason for this optimism lies in the lessons we are uncovering around instructional time.
In the early 1960s, psychologist John B. Carroll was studying second language acquisition when he noticed that subjects in his study were all able to master the language content, but the time they each needed to do so varied greatly. This experience led Carroll to develop a model of learning that featured the importance of time as the key variable. In Carroll’s formulation, student learning is a function of time spent learning divided by the time needed for learning.
Carroll also identified other factors like student aptitude, background knowledge, and quality of instruction as influential in the amount of time needed for learning. This may not seem revolutionary now, but Carroll’s articulation of the relationship between time and learning was highly influential.
Pandemic Offers Opportunity to Extend Learning Time
A chance to break free of seasonal, location-centric learning.
www.educationnext.org
