The problem comes with the understanding of formal education which feels it should not leave any spare time for any activity students wish to do..

Canan, İbrahim and Sermin are the winners. And tea-and-toast is ready tomorrow morning.

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Book: Attention and Performance XVII: Cognitive Regulation of Performance: Interaction of Theory and Application

Ann Leslie Brown (1943-1999) was an educational psychologist who developed methods for teaching children to be better learners. Her interest in the human memory brought Brown to focus on active memory strategies that would help enhance human memory and developmental differences in memory tasks. Her realization that children's learning difficulties often stem from an inability to use metacognitive strategies such as summarizing led to profound advances in educational psychology theory and teaching practices.
Brown received a PhD in psychology from the University of London for research on "Anxiety and Complex Learning Performance in Children." She moved to the United States where she met her husband and collaborator Joseph Campione. Brown received several prestigious awards for her research and served as president of American Educational Research Association.
Through her research, Brown and her colleagues hypothesized that some metacognitive strategies, such as general problem solving routines like summarizing and self-testing, had advantages over other strategies i.e. mnemonic instruction. Instead of recalling relative meaningless material, studies moved towards connecting the material, which allowed Brown to move towards further research in text comprehension.
Brown was also instrumental in the development of the method of reciprocal teaching, in which teachers and students take turns leading structured discussions of text.
Fostering Community of Learners (FCL) was a program launched by Brown along with her husband Joseph Campione at the University of California, Berkeley. In FCL, students were encouraged to design their own learning through a curriculum they prepared themselves therefore acting as collaborative researchers.

Most Frequently Cited Works:

Palincsar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities.Cognition and Instruction, 1(2), 117-175. (159 Citations, PsycINFO)
Brown, A.L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141-178. (147 Citations, PsycINFO)
Brown, A.L., & Campione, J.C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice. Cambridge, MA: MIT Press/Bradford Books.
Brown, A.L., & Campione, J.C. (1996). Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. In L. Schauble & R. Glaser (Eds.), Innovations in learning: New environments for education (pp. 289-325). Mahwah, NJ: Erlbaum.