Currently, the ‘time’ variable has taken on the function of instructional and pedagogical innovation catalyst, afterrepresenting—over the years—a symbol of democratisation, learning opportunity and instruction quality, able toincorporate themes such as school dropout, personalisation and vocation into learning. Spaced Learning is a teachingmethodology useful to quickly seize information in long-term memory based on a particular arrangement of the lessontime that comprises three input sessions and two intervals. Herein we refer to a teachers’ training initiative on SpacedLearning within the programme ‘DocentiInFormAzione’ in the EDOC@WORK3.0 Project in Apulia region in 2015.The training experience aimed at increasing teachers’ competencies in the Spaced Learning method implemented in acontext of collaborative reflection and reciprocal enrichment. The intent of the article is to show how a process ofrooting of the same culture of innovation, which opens to the discovery (or rediscovery) of effective teaching practicessustained by scientific evidences, can be successfully implemented and to understand how or whether this innovation—based on the particular organisation of instructional time—links learning awareness to learning outcomes.
|Number of pages||16|
|Publication status||Published - 2016|