Not least, schools need to develop ways to link classroom learning to other aspects of students’ lives. Engendering parent support for the core learning principles and parent involvement in the learning process is of utmost importance (Moll, 1990; 1986a, 1986b). Figure 1.2 shows the percentage of time, during a calendar year, that students in a large school district spent in school. If one-third of their time outside school (not counting sleeping) is spent watching television, then students apparently spend more hours per year watching television than attending school. A focus only on the hours that students currently spend in school overlooks the many opportunities for guided learning in other settings.
The design framework summarized above assumes that the learners are children, but the principles apply to adult learning as well. This point is particularly important because incorporating the principles in this volume into educational practice will require a good deal of adult learning. Many approaches to teaching adults consistently violate principles for optimizing