In the olden days when I was still primarily an English teacher, it got to be so that 90 minutes classes were rewarding. That's to say, *I* could come out of the class with a sense that it'd gone well. The first period would be more about knowledge, the second more about practice. Neither period could be completely one or the other though. The real difference was, in theory, the first period finished on a restricted or controlled practice note, and the second ended fully open. I used an idea of pace too. First period had to have at least three change-ups - shift the text, change the activity, move to a new topic, whatev.
So yeah, that's skills classes, or my naive approach to them anyway. It worked out. Once you get used to pacing (and appropriately connecting the parts so that pacing isn't just rushing), then 90 minutes can be a breeze.
But for subjects teaching, where the goal is less about activity and more about appreciation (if that is indeed the goal of subjects teaching), then what is 90 minutes for?
I don't have a general teaching qualification, so I don't know what's current wisdom on learning. My naive opinion is lecture + tutorial teaching is good. The lecture is the info dump (attractively packaged and somehow rendered accessible) and the tutorial is the practice session. (Technically I suppose I mean lecture + homework + tutorial, since no one is supposed to come to tutorials without preparation).
What would a high school teacher do though?
These are teacher training questions, I guess. I'm feeling the absence of a qualification.