[AAACE-NLA] "Over what period of time..."

[Debbie Yoho]

Maria wrote:  

"everyone:  are there ways to think about “intensity of instruction” and
“number of hours” differently?  For example, does intensity equal
hours/timeframe, or could it be that intensity can mean that in addition to
hours of instruction and over what period of time (3 months vs. 9 months,
etc), other factors come into play in order to help people achieve their
goals?..."
 
Maria, I think the issue of "intensity" is another ball of wax.

Years ago, K-12 education went through a fad called "Time on Task".  This
was based on the idea that quality is much more important that quantity
(certainly not a new concept, and one most of us would embrace) and built
on some research that suggested that "direct instruction" (read that as
teacher-to-learner instruction, as opposed to cooperative learning,
discussion groups, etc.)  is the most effective pedagogy. For a time
teachers were evaluated literally using a stopwatch to add up exactly what
percentage of a teaching hour was spent "on task". This practice also
coincided with the advent of the Basic Skills movement and programmed
instruction chopped into small steps with constant drill and practice.

I notice that many of our learners tire (or begin to squirm, rub their
eyes, etc.)  much more quickly when taught one-on-one than when taught in a
group.  I think the reason is the eyeball to eyeball communication of one
on one is more "intense" because there are fewer oportunities to drift off
to other thoughts, and the learner is engaged a greater percentage of the
time. Whether or not such intensity is good or bad I think could be argued
either way. 

The point is of course there is much more to "intensity of instruction"
than the number of hours.

Also, the "Time on Task" practices failed to take into account another
variable:  the level of "intensity" should also be related to the nature of
the content.  Skill and drill practice requires intense attention for
maximum repetition.  Introducing broad new concepts requires a chance for
the learner to reflect on the relationship of new content to content
already mastered, and application often requires trial and error.  

Adult education content is so varied I wonder how we can ever grapple with
"intensity".  

"Turning Pages into Possibilities",  Debbie

Deborah W. Yoho
Director, Turning Pages
    a community service of Volunteers of America Carolinas
   formerly the Greater Columbia Literacy Council
2728 Devine Street,  Columbia, SC  29205
803-765-2555   Fax  803-799-8417   dwyoho at earthlink.net