The really difficult part of teaching is not organizing and presenting the content, but rather in doing something that inspires students to focus on that content to become engaged. (Leamnson, R. 2000)

Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing repackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves. (Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3-7.)

Telling students what they need to know is one thing; doing something that will inspire them to become motivated and actually learn is quite another. (Leamnson, R. 2000)

As it currently stands, content, not teachers or learners, centers the instructional universe. If we aim to be learner-centered, content still needs to be a focal point of the universe, but it can no longer be the exclusive center, the only or even most important variable when it comes to instructional decision making. (Weimer, M. G. 2002)