Why the lessons are 25 minutes?
For 2 reasons:
First, because of this study:
In 1996, in a journal called the National Teaching & Learning Forum, two professors from Indiana University — Joan Middendorf and Alan Kalish — described how research on human attention and retention speaks against the value of long lectures. They cited a 1976 study that detailed the ebbs and flows of students’ focus during a typical class period. Breaking the session down minute-by-minute, the study’s authors determined that students needed a three- to five-minute period of settling down, which would be followed by 10 to 18 minutes of optimal focus. Then — no matter how good the teacher or how compelling the subject matter — there would come a lapse. In the vernacular, the students would “lose it.” Attention would eventually return, but in ever briefer packets, falling “to three- or four-minute [spurts] towards the end of a standard lecture,” according to the report.
Second, for a technical reason. Our teachers have many students back-to-back. They use the 5 minutes gap to:
– report the attendance
– post the course notes they took during the lesson
– assign a homework based on the most prominent mistake the student did during the lesson
– call the next student.
If you find the 25 minutes live lessons too short, you can simply schedule two lessons back-to-back for a total of 50 minutes.