Thread by @EmathsUK

Anderson (1983); Fredrick, Walberg, and Rasher (1979); and Seifert and Beck (1984), find that pupils spend only about half their in-class time actually engaged in learning activities

There is a small positive relationship between allocated time (however measured) and pupil achievement.

There is a positive relationship between time-on-task and pupil achievement; this relationship is stronger than the allocated time-achievement relationship, but is still modest.

There is a strong positive relationship between academic learning time (alt) and both pupil achievement and attitudes.

Time-on-task in interactive activities with a teacher produces greater achievement and better attitudes than time-on-task in seatwork...

Interactive activities include:

• The use of immediate feedback and correctives in classroom recitations
• Focused questions, praise, and reinforcement
• Listening and thinking during classroom interactions
• Discussion/review, reading aloud, verbal drill and practice

Seatwork is most beneficial to pupils when teachers prepare activities carefully, manage seatwork efficiently, supervise it actively, and give pupils help and feedback in such a way that other pupils are not disturbed.

Time-on-task in seatwork activities is most beneficial when pupils' thoughts are focused on specific cognitive strategies.

The success of mastery learning programs in promoting learning gains is due largely to the extra amounts of quality time-on-task expended by pupils in these programs, and particularly by middle- and lower-ability pupils.

Appropriate kinds and amounts of homework raise achievement levels, but only for PUPILS ABOVE PRIMARY GRADES.

Homework is most beneficial when it is:

•Relevant to learning objectives
•Appropriate to pupils' ability and maturity levels
•Assigned regularly
•Assigned in reasonable amounts
•Well explained and motivational
•Collected and reviewed
•Used to give feedback

Increasing allocated or engaged time is more beneficial to lower-ability pupils than to higher-ability pupils.

Higher-ability pupils benefit from increases in allocated and/or engaged time very slightly, if at all.

Increasing time-on-task reduces the anxiety and enhances the achievement of highly anxious pupils.

Increasing time-on-task is more beneficial in the more highly structured subjects, such as mathematics and foreign languages, than in the less structured ones, such as language arts and social studies.

Increasing time allocations for particular subjects within classrooms can be beneficial to pupils needing additional help if that time is devoted to the use of effective instructional strategies.

Achievement benefits result when teachers work with their pupils in such a way as to reduce the time needed for learning.

...and that is all I have TIME for.

How we use TIME has a profound impact on learning. Mastery is about teaching in such a way that ALL pupils learn well. It takes both the right amount of time and the purposeful use of that time.

And this paper is also worth a read...