*By thinking this way, you keep from falling victim to assuming your teaching has helped anyone learn anything.* This reminds me of [[Association is not causation]], the idea that people have done something should not make you think that you tought them, or that they understand. It's kind of like [[self assessment is not linked to performance]], people also fall victim to assuming they learned something. This mantra helps [[learning leader]] to remember to [[focus attention]] on [[Creating]] active learning situations that expose people's abilities. It matters because [[Roles of a teacher]] include not just telling, but [[Designing Curricula]], and one of the [[Dilemmas in Curriculum Design]] is being sure that the opportunity exists for [[Assessing]] learning. ### What would the opposite argument be? [[Learner-Centered]] can be taken to the extreme when learners want the teacher to tell them answers, but [[Backwards Design - Designing for Understanding]] requires that content brings learners to the [[optimal challenge point]], where failure is possible, meaning learners won't want to be there naturally. ## Sources: